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Direct linkDaniel R. Wissinger; Adrea J. Truckenmiller; Amber E. Konek; Stephen Ciullo – Reading & Writing Quarterly, 2024
The purpose of this meta-analysis was to evaluate the potential of two silent reading fluency measures as indicators of reading competence. Specifically, we analyzed score differences between the "Test of Silent Contextual Reading Fluency" (TOSCRF), the "Test of Silent Word Reading Fluency" (TOSWRF), and other standardized…
Descriptors: Silent Reading, Reading Fluency, Reading Tests, Test Validity
Erbeli, Florina; Rice, Marianne – Reading & Writing Quarterly, 2022
Encouraging children to read extensively has been a widely recommended approach to developing reading. The National Reading Panel published a review study reporting inconclusive findings regarding the benefits of such an approach. In this systematic narrative synthesis review, we provided an update and an extension of the NRP's review. We examined…
Descriptors: Outcomes of Education, Silent Reading, Independent Reading, Reading Achievement
Kang, Eun Young; Shin, Mikyung – Reading & Writing Quarterly, 2019
The purpose of this study was to investigate the contribution of decoding and reading fluency to reading comprehension and how it differs across different types of comprehension measures among 4th-grade students with reading difficulties and disabilities (M age = 9.8, SD = 0.6). Results indicated that decoding and reading fluency predicted 8.1% to…
Descriptors: Elementary School Students, Grade 4, Reading Fluency, Decoding (Reading)
L'Allier, Susan K. – Reading & Writing Quarterly, 2013
This study examined how effectively candidates in an MSEd in literacy education with a focus on reading program used the results from the Basic Reading Inventory to develop key instructional recommendations. The results indicated that, overall, candidates made about two thirds of the key recommendations suggested by an expert in the area of…
Descriptors: Informal Reading Inventories, Data, Decision Making, Reading Instruction
Conradi, Kristin; Amendum, Steven J.; Liebfreund, Meghan D. – Reading & Writing Quarterly, 2016
This study examined the contributions of decoding, language, spelling, and motivation to the reading comprehension of elementary school readers in a high-poverty setting. Specifically, the research questions addressed whether and how the influences of word reading efficiency, semantic knowledge, reading self-concept, and spelling on reading…
Descriptors: Poverty, Reading, Reading Instruction, Reading Comprehension
