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Direct linkRobinson, Melissa F.; Meisinger, Elizabeth B. – Reading & Writing Quarterly, 2022
The purpose of this study was to examine the relations among phonological skills, reading fluency, and reading comprehension across reading modality (oral and silent) for a sample of students (N = 121) in grades 2-5 who have been diagnosed with dyslexia. Participants were administered text-level oral and silent reading fluency and comprehension…
Descriptors: Correlation, Reading Comprehension, Reading Fluency, Oral Reading
Hiebert, Elfrieda H. – Reading Teacher, 2022
According to interpretations of results from the latest oral reading fluency (ORF) study conducted by the National Assessment of Educational Progress (White et al., 2020), fourth-grade students who score below the basic standard require interventions that focus on word recognition, phonological decoding, and fluency. Before such mandates for…
Descriptors: National Competency Tests, Reading Tests, Oral Reading, Reading Fluency
Bekebrede, Judith; van der Leij, Aryan; Share, David L. – Reading and Writing: An Interdisciplinary Journal, 2009
The phonological-core variable-orthographic differences (PCVOD) model [van der Leij, & Morfidi (2006). "Journal of Learning Disabilities," 39, 74-90] has been proposed as an explanation for the heterogeneity among dyslexic readers in their profiles of reading-related subskills. The predictions of this model were investigated in a…
Descriptors: Reading Difficulties, Spelling, Silent Reading, Reading Fluency
