The relations among oral and silent reading fluency and comprehension in middle school: implications for identification and instruction of students with reading difficulties
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The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between measures of fluency and comprehension. Oral reading fluency (ORF) on passages was more strongly related to reading comprehension than ORF on word lists. A group-administered silent reading sentence verification test approximated the classification accuracy of individually administered ORF passages. The correlation between a maze task and comprehension was weaker than has been reported for elementary students. The best predictor of a high-stakes reading comprehension test was the previous year's administration of the grade-appropriate test; fluency and verbal knowledge measures accounted for only small amounts of unique variance beyond that accounted for by the previous year's administration.
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Currently much evidence-based reading instruction emphasizes oral reading, but beginning in fourth grade and thereafter there is a transition to increasing silent reading and written composing.
“Second, currently much evidence-based reading instruction emphasizes oral reading (pronouncing words on lists without context clues and oral reading of passages with context clues), but beginning in fourth grade and thereafter there is a transition to increasing silent reading”
From Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4–9 (2015) · cites this paper as Denton et al., 2011
The ‘Measuring Silent Reading Fluency’ section says older students primarily read silently rather than orally, supporting the general shift toward silent reading. The paper discusses widespread use of oral-reading fluency assessments in elementary grades, but the cited passages do not establish that evidence-based instruction emphasizes oral reading, that the transition begins in fourth grade, or that written composing increases. (LLM, conf=0.84)
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- Authors
- Denton, C. A., Barth, A. E., Fletcher, J. M., Wexler, J., Vaughn, S., Cirino, P. T., Romain, M., & Francis, D. J.
- Affiliations
- The University of Texas Health Science Center at Houston (US)
- University of Houston (US)
- The University of Texas at Austin (US)
- Corresponding author
- Denton, Carolyn A.
- ORCID
- Venue
- Scientific Studies of Reading
- Publisher
- Informa UK Limited
- Published
- 2011-01-13
- Volume
- 15
- Issue
- 2
- Pages
- 109-135
- ISSN
- 1088-8438 (ISSN-L)
- 1532-799X
- PMC
- PMC3104321
- OpenAlex
- W2065223846
- Cited by
- 140
- References
- 47
- Citations by year
- 2026: 8 · 2025: 5 · 2024: 8 · 2023: 10 · 2022: 8 · 2021: 11 · 2020: 7 · 2019: 7 · 2018: 5 · 2017: 13 · 2016: 10 · 2015: 15 · 2014: 14 · 2013: 7 · 2012: 8
- FWCI
- 20.36
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Scientific Studies of Reading (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institutes of Health
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (P50HD052117, K08HD068545)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Education › Literacy and Educational Practices
- Keywords
- oral reading fluency, reading comprehension, junior high school students, reading difficulties, maze task, verbal knowledge, reading achievement prediction
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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