Abstract/Details

Examining the relationship between vocabulary knowledge, oral reading fluency, and reading comprehension


2005 2005

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Abstract (summary)

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.

Indexing (details)


Subject
Literacy;
Reading instruction
Classification
0535: Literacy
0535: Reading instruction
Identifier / keyword
Education; Oral reading; Reading comprehension; Reading fluency; Vocabulary knowledge
Title
Examining the relationship between vocabulary knowledge, oral reading fluency, and reading comprehension
Author
Robinson, Marc V.
Number of pages
80
Publication year
2005
Degree date
2005
School code
0171
Source
DAI-A 66/07, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542219191, 0542219190
Advisor
Starlin, Clay; Tindal, Gerald
University/institution
University of Oregon
University location
United States -- Oregon
Degree
D.Ed.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3181126
ProQuest document ID
305448435
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305448435
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