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Oral passage reading fluency as an i...

Suchey, Nicole.

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Oral passage reading fluency as an indicator of reading comprehension.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Oral passage reading fluency as an indicator of reading comprehension./
作者:	Suchey, Nicole.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2009,
面頁冊數:	89 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 2938.
Contained By:	Dissertation Abstracts International70-08A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3370244
ISBN:	9781109307412

Oral passage reading fluency as an indicator of reading comprehension.
Suchey, Nicole.

Oral passage reading fluency as an indicator of reading comprehension. - Ann Arbor : ProQuest Dissertations & Theses, 2009 - 89 p.

Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 2938.

Thesis (Ph.D.)--The University of Utah, 2009.

The purpose of this study was to assess the usefulness of oral passage reading fluency as an indicator of reading comprehension. Also, this study examined whether classroom teachers can use oral passage reading fluency as an indicator of components of reading comprehension. To address this purpose, this study answered the following three research questions: (1) How well does oral passage reading fluency correlate with reading comprehension as measured by the ITBS? (2) How well does oral passage reading fluency correlate with different components of reading comprehension measured by the three-factor model identified by the ITBS? and (3) How well does oral passage reading fluency correlate with the components of reading comprehension as measured by a two-factor model based on Kintsch's model of reading comprehension?

ISBN: 9781109307412Subjects--Topical Terms:

2122756
Reading instruction.

Oral passage reading fluency as an indicator of reading comprehension.
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500 $a Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 2938.
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520 $a The purpose of this study was to assess the usefulness of oral passage reading fluency as an indicator of reading comprehension. Also, this study examined whether classroom teachers can use oral passage reading fluency as an indicator of components of reading comprehension. To address this purpose, this study answered the following three research questions: (1) How well does oral passage reading fluency correlate with reading comprehension as measured by the ITBS? (2) How well does oral passage reading fluency correlate with different components of reading comprehension measured by the three-factor model identified by the ITBS? and (3) How well does oral passage reading fluency correlate with the components of reading comprehension as measured by a two-factor model based on Kintsch's model of reading comprehension?
520 $a To address these questions, the reading comprehension questions from the ITBS were divided according to a three-factor and two-factor model of reading comprehension. The questions were divided into three factors as conceptualized by the ITBS. The same set of questions was then divided into two factors as conceptualized by Kintsch's model of reading comprehension. Correlations were run on oral passage reading fluency and the entire set of questions as well as on all factors of reading comprehension as conceptualized by the three factor and two factor model. The simple correlations between oral passage reading fluency and all factors of comprehension, regardless of the model, were moderate and statistically significant.
520 $a Tests for differences within models were also run. The test for differences on the three-factor model indicated a stronger relation between oral passage reading fluency and literal understanding. The test for differences on the two-factor model indicated that oral passage reading fluency relates equally well to literal and inferential understanding.
520 $a Overall findings support the use of oral passage reading fluency as an indicator of comprehension. In addition oral passage reading can be used as a predictor of literal and inferential comprehension. For educators who are using ITBS as an outcome measure for reading comprehension, this study supports oral passage reading fluency's ability to differentially predict literal and inferential reading comprehension.
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