The relationship of oral reading fluency endurance to comprehension in an intermediate depth orthography

Detalhes bibliográficos
Autor(a) principal: Cadime, Irene Maria Dias
Data de Publicação: 2023
Outros Autores: Santos, Sandra, Viana, Fernanda Leopoldina, Ribeiro, Iolanda
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://hdl.handle.net/1822/84014
Resumo: One-minute oral reading fluency (ORF) tests are widely used, but concerns have been raised regarding whether readers are able to maintain their performance if asked to read for a larger period. The main goals of this study were to investigate whether students are able to maintain their ORF performance in a three-minute task and whether scores measured at one and at three minutes are equally good predictors of the performance in a standardized reading comprehension measure. The sample was composed of 159 Portuguese primary school students (grades 2-4). The results suggested that the number of words read correctly (WRC) declined across reading time and that three-minute mean score underestimated fluency in all grade levels compared to a one-minute reading score. The WRC measured either at one minute or using a three-minute average score was an equal predictor of reading comprehension in all grades. Implications for theory and practice are discussed.
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spelling The relationship of oral reading fluency endurance to comprehension in an intermediate depth orthographyLa relación entre la resistencia en la fluidez lectora y la comprensión en una ortografía de profundidad intermediaOral reading fluencyEndurance hypothesisReading comprehensionIntermediate depth orthographyFluidez lectora oralHipótesis de resistenciaComprensión lectoraOrtografía de profundidad intermediaCiências Sociais::Ciências da EducaçãoSocial SciencesEducação de qualidadeOne-minute oral reading fluency (ORF) tests are widely used, but concerns have been raised regarding whether readers are able to maintain their performance if asked to read for a larger period. The main goals of this study were to investigate whether students are able to maintain their ORF performance in a three-minute task and whether scores measured at one and at three minutes are equally good predictors of the performance in a standardized reading comprehension measure. The sample was composed of 159 Portuguese primary school students (grades 2-4). The results suggested that the number of words read correctly (WRC) declined across reading time and that three-minute mean score underestimated fluency in all grade levels compared to a one-minute reading score. The WRC measured either at one minute or using a three-minute average score was an equal predictor of reading comprehension in all grades. Implications for theory and practice are discussed.Las pruebas de fluidez lectora de un minuto son muy utilizadas, pero se ha planteado la preocupación de si los lectores son capaces de mantener su rendimiento si se les pide que lean durante un período más largo. Los objetivos principales de este estudio han sido investigar si los estudiantes son capaces de mantener su rendimiento de fluidez lectora en una tarea de tres minutos y si las puntuaciones medidas a uno y a tres minutos son igualmente predictoras del rendimiento en una medida estandarizada de comprensión lectora. La muestra estaba compuesta por 159 alumnos portugueses de primaria (2º a 4º curso). Los resultados sugieren que el número de palabras leídas correctamente (PLC) disminuyó a lo largo del tiempo de lectura y que la puntuación media a los tres minutos subestimó la fluidez en todos los cursos en comparación con la puntuación de un minuto de lectura. El PLC medido ya sea en un minuto o utilizando una puntuación media de tres minutos fue un predictor igual de la comprensión lectora en todos los cursos. Se discuten las implicaciones para la teoría y la práctica.This study was conducted at the Research Centre on Child Studies (CIEC) and at the Psychology Research Centre (CiPsi), University of Minho, and supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Science, Technology and Higher Education (UID/CED/00317/2019 and UID/PSI/01662/2019), through the national funds (PIDDAC).Colegio Oficial de la Psicología de MadridUniversidade do MinhoCadime, Irene Maria DiasSantos, SandraViana, Fernanda LeopoldinaRibeiro, Iolanda20232023-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/84014engCadime, I., Santos, S., Viana, F. L., and Ribeiro, I. (2023). The Relationship of Oral Reading Fluency Endurance to Comprehension in an Intermediate Depth Orthography. Psicología Educativa , Ahead of print. https://doi.org/10.5093/psed2023a61135-755X10.5093/psed2023a6https://journals.copmadrid.org/psed/art/psed2023a6info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-08-12T01:17:51Zoai:repositorium.sdum.uminho.pt:1822/84014Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:44:30.131837Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv The relationship of oral reading fluency endurance to comprehension in an intermediate depth orthography
La relación entre la resistencia en la fluidez lectora y la comprensión en una ortografía de profundidad intermedia
title The relationship of oral reading fluency endurance to comprehension in an intermediate depth orthography
spellingShingle The relationship of oral reading fluency endurance to comprehension in an intermediate depth orthography
Cadime, Irene Maria Dias
Oral reading fluency
Endurance hypothesis
Reading comprehension
Intermediate depth orthography
Fluidez lectora oral
Hipótesis de resistencia
Comprensión lectora
Ortografía de profundidad intermedia
Ciências Sociais::Ciências da Educação
Social Sciences
Educação de qualidade
title_short The relationship of oral reading fluency endurance to comprehension in an intermediate depth orthography
title_full The relationship of oral reading fluency endurance to comprehension in an intermediate depth orthography
title_fullStr The relationship of oral reading fluency endurance to comprehension in an intermediate depth orthography
title_full_unstemmed The relationship of oral reading fluency endurance to comprehension in an intermediate depth orthography
title_sort The relationship of oral reading fluency endurance to comprehension in an intermediate depth orthography
author Cadime, Irene Maria Dias
author_facet Cadime, Irene Maria Dias
Santos, Sandra
Viana, Fernanda Leopoldina
Ribeiro, Iolanda
author_role author
author2 Santos, Sandra
Viana, Fernanda Leopoldina
Ribeiro, Iolanda
author2_role author
author
author
dc.contributor.none.fl_str_mv Universidade do Minho
dc.contributor.author.fl_str_mv Cadime, Irene Maria Dias
Santos, Sandra
Viana, Fernanda Leopoldina
Ribeiro, Iolanda
dc.subject.por.fl_str_mv Oral reading fluency
Endurance hypothesis
Reading comprehension
Intermediate depth orthography
Fluidez lectora oral
Hipótesis de resistencia
Comprensión lectora
Ortografía de profundidad intermedia
Ciências Sociais::Ciências da Educação
Social Sciences
Educação de qualidade
topic Oral reading fluency
Endurance hypothesis
Reading comprehension
Intermediate depth orthography
Fluidez lectora oral
Hipótesis de resistencia
Comprensión lectora
Ortografía de profundidad intermedia
Ciências Sociais::Ciências da Educação
Social Sciences
Educação de qualidade
description One-minute oral reading fluency (ORF) tests are widely used, but concerns have been raised regarding whether readers are able to maintain their performance if asked to read for a larger period. The main goals of this study were to investigate whether students are able to maintain their ORF performance in a three-minute task and whether scores measured at one and at three minutes are equally good predictors of the performance in a standardized reading comprehension measure. The sample was composed of 159 Portuguese primary school students (grades 2-4). The results suggested that the number of words read correctly (WRC) declined across reading time and that three-minute mean score underestimated fluency in all grade levels compared to a one-minute reading score. The WRC measured either at one minute or using a three-minute average score was an equal predictor of reading comprehension in all grades. Implications for theory and practice are discussed.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-01-01T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://hdl.handle.net/1822/84014
url https://hdl.handle.net/1822/84014
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Cadime, I., Santos, S., Viana, F. L., and Ribeiro, I. (2023). The Relationship of Oral Reading Fluency Endurance to Comprehension in an Intermediate Depth Orthography. Psicología Educativa , Ahead of print. https://doi.org/10.5093/psed2023a6
1135-755X
10.5093/psed2023a6
https://journals.copmadrid.org/psed/art/psed2023a6
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Colegio Oficial de la Psicología de Madrid
publisher.none.fl_str_mv Colegio Oficial de la Psicología de Madrid
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
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