The Relationship between Fluency and Comprehension
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2015-07
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Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Abstract
The purpose of this study was to examine the relationship between reading fluency and comprehension and whether a student’s fluency rate impacted his or her ability to comprehend information. The study looked closely at the performance of 23 students enrolled in a second grade class. The measurement tools used were the Dynamic Indicators of Basic Early Literacy Skills, Sixth Edition (DIBELS), Oral Reading Fluency Assessment, and the Measures of Academic Progress Reading Assessment. The study involved the use of data collected during fall, spring, and winter testing intervals from the 2014-2015 school year. A Pearson correlational study was used to analyze the data collected during the testing intervals. The analysis showed a significant relationship between data collected during the fall and spring testing intervals but did not support a significant relationship during the winter testing interval. The results could be attributable to a number of intervening factors; however, though the findings varied, two out of the three results support the importance of teaching fluency and comprehension together.