The DOI matches its Crossref record; 47 of the 47 references it cites were found in a registry or an index.
The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties
Open accessAbstract
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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“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
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Cites
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Kieffer, M. J., & Box, C. D. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.12.017 · Cited by 164
Kilgus, S. P., Methe, S. A., Maggin, D. M., & Tomasula, J. L. (2014) · Journal of School Psychology · doi:10.1016/j.jsp.2014.06.002 · Cited by 155
Berninger, V. W., Nagy, W., Tanimoto, S., Thompson, R., & Abbott, R. D. (2015) · Computers & Education · doi:10.1016/j.compedu.2014.10.005 · Cited by 110
“…and oral reading of passages with context clues), but beginning in fourth grade and thereafter there is a transition to increasing silent reading (Denton et al., 2011; Hale et al., 2007; Hiebert, Samuels, & Rasinski, 2012; Rasinski, Samuels, Hiebert, Petscher, & Feller, 2011) and written…”
BackgroundTorppa, M., Vasalampi, K., Eklund, K., Sulkunen, S., & Niemi, P. (2019) · Educational Psychology · doi:10.1080/01443410.2019.1670334 · Cited by 120
Shin, J. H., & McMaster, K. L. (2019) · Journal of School Psychology · doi:10.1016/j.jsp.2019.03.005 · Cited by 90
Metadata
- 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
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