Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Cognitive Ability | 1 |
| Correlation | 1 |
| Elementary School Students | 1 |
| Grade 2 | 1 |
| Grade 4 | 1 |
| Grade 8 | 1 |
| Language Impairments | 1 |
| Listening Comprehension | 1 |
| Profiles | 1 |
| Reading Comprehension | 1 |
| Reading Fluency | 1 |
| More ▼ | |
Source
| Reading and Writing: An… | 1 |
Author
| Adlof, Suzanne M. | 1 |
| Catts, Hugh W. | 1 |
| Little, Todd D. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 1 |
| Grade 2 | 1 |
| Grade 4 | 1 |
| Grade 8 | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkAdlof, Suzanne M.; Catts, Hugh W.; Little, Todd D. – Reading and Writing: An Interdisciplinary Journal, 2006
The Simple View of Reading states that reading comprehension is the product of word recognition and listening comprehension. Whereas much research has focused on word recognition accuracy, recent attention has been directed toward word recognition fluency. The current study investigated whether a separate fluency component should be added to the…
Descriptors: Reading Fluency, Reading Comprehension, Word Recognition, Listening Comprehension
