Examining the relationship between vocabulary knowledge, oral reading fluency, and reading comprehension
The research presented here is a non-experimental, multivariate correlation study that examined extant data from 51 third grade students to determine whether a relationship exists between vocabulary knowledge, oral reading fluency, and reading comprehension, and whether performance on specific assessment measures are predictive of performance on a state reading assessment. The study includes analysis of extant data from vocabulary, fluency, and comprehension assessment measures, student attendance, teacher ranking of students, and data from a statewide reading assessment. The primary research question was: What is the relationship between vocabulary knowledge, oral reading fluency, and reading comprehension? A secondary question was: What effect does vocabulary knowledge, oral reading fluency, reading comprehension, attendance, and gender, have on performance. Quantitative data were analyzed to address this question, along with data from classroom teachers who ranked students' reading proficiency, based on classroom observation. Data were used from 51 third grade students of a 450-student elementary school in Anchorage, Alaska. Based on study results, I conclude there is a moderate relationship between vocabulary knowledge, oral reading fluency, and reading comprehension, based on selected measures that assessed these constructs. The study further reveals there is no one measure that adequately or accurately measures every dimension of reading proficiency, however, there are measures that accurately assess specific constructs and serve as moderate predictors of performance. Finally, the study concludes that while attendance was moderately correlated with performance, there was no correlation between gender and performance. The small sample size (n = 51) created sub groups too small to collect or analyze data on race, SES, or education level. The study recommends further research with a larger sample size to identify appropriate reading assessment measures that are efficient and aligned with both classroom instruction and statewide assessment.
0535: Reading instruction