Rate and comprehension are two components related to broad reading abilities (i.e., phonemic awareness, decoding, vocabulary, comprehension). The purpose of this study was to examine the unique contribution of three curriculum-based measures (CBM)-comprehension assessments compared to a CBM-oral reading rate assessment through diagnostic…

Previous research has revealed conflicting results with regard to the role of the magnocellular visual system in reading and dyslexia. In order to investigate this further, the present study examined the relationship between performance on two magnocellular tasks (temporal gap detection and coherent motion), reading rate (oral and silent), and…

Purpose: To assess strengths and weaknesses of the reading level (RL) match approach and its potential to generate insights regarding the cognitive foundations of reading ability and disability. Method: We applied RL-match design to a sample of 2nd-6th graders reading a consistent orthography, Russian, using an "extreme phenotype"…

Studies investigating individual differences in reading ability often involve data sets containing a large number of collinear predictors and a small number of observations. In this article, we discuss the method of Random Forests and demonstrate its suitability for addressing the statistical concerns raised by such data sets. The method is…

This article, which focuses on oral reading rate, reports findings from a large assessment study in rural North Carolina. Students in grades 2 to 6 were assessed on the following measures: isolated word recognition (timed and untimed); oral reading accuracy, reading rate, and reading comprehension. Overall, the results (1) support traditional…

This study examines the process of fluency development of three fourth-grade readers of varying reading abilities. Participants were selected based on the number of words they read correctly per minute (WCPM) on the Qualitative Reading Inventory and their score on the Multidimensional Fluency Scale (MFS). Students participated in an 8-week…

Students with learning disabilities face real reading challenges. Research into the reading performance of culturally diverse students indicates improved reading performance for culturally diverse students when text matches students' cultural perspective. This quasiexperimental research investigates whether Caucasian and African American students…

The ability to read aloud fluently is a reflection of one's ability to automatically decode words and comprehend text at the same time (Samuels, 2006), a task which may be difficult for many intermediate elementary students with learning disabilities (LD) (Ferrara, 2005). Previous research shows that audio-assisted repeated readings and…

The purpose of this report is to examine aspects of oral reading performance--accuracy, rate, and fluency--that cannot be observed from results of the main NAEP (National Assessment of Educational Progress) reading assessment. The results provided here are intended to inform educators and researchers about these three aspects of fourth-graders'…

The development of oral reading speed in the early elementary years and an examination of some underlying abilities that may be involved in individual differences in reading speed and ability are the concerns of this study. Cross-sectional and longitudinal data relating the time required to read orally 50 unrelated letters, 50 unrelated words, and…

Subjects within one reading level only were included in this study to determine reflective and impulsive subject groups on the basis of Matching Familiar Figures (MFF) test time and error scores within that reading level rather than over all levels, to use the same reading test passages for all subjects, and then to apply statistical tests of…

Multiple Oral Rereading (MOR), which involves repeated reading of the same instructional unit, has been found effective in remedial reading instruction. In this study, which was designed to provide basic information about the dynamics of such repetition, 32 first-grade children were selected as subjects on the basis of their ability to read, out…

This study attempted to assess the relationship between misreading of high-frequency words and utilization of semantic and syntactic cue systems. A 250-word passage from a second-grade basal reader was altered in two ways: in one condition, the sentences were randomly ordered, and, in the other, the words were randomly ordered. Twenty-four fourth…

The purpose of this bulletin is to provide the American educator or sponsor with a set of reading passages in Khmer (the language spoken in Cambodia), so that he will have some means of determining whether or not his Cambodian students can read Khmer. Three short passages have been selected, each given in the Khmer alphabet and in its romanized…

This study investigated the relationships between three testing techniques and performance on four dimensions of oral reading performance. The three testing techniques were careful reading, reading for specific purposes, and reading for general purposes. The four dimensions of oral reading performance on which comparisons were made involved oral…