The relationship between reading fluency and comprehension was inconsistent among struggling adolescent readers in both groups¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In the control group four students increased in both areas; the other seven participants' data were inconsistent. → Still 2012
Evidence¶
Still 2012¶
Still, K. L., & Flynt, C. A. (2012). Does Repeated Reading Improve Reading Fluency and Comprehension for Struggling Adolescent Readers? JAASEP, Winter 2012. https://eric.ed.gov/?id=EJ1135781
q2 · i? · associational · r1
Descriptive analysis of paired fluency and comprehension change for the 12 control students, reported under research question 3. The article reports "four of the students increased in both areas"; no correlation coefficient printed.
"When examining the data from the control group, four of the students increased in both areas. The other seven participants’ data were inconsistent."
Discussion¶
Learner Variables¶
- Reading and Language — predictor: learners who differ on it differ in outcomes
- Reading Fluency — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Repeated peer reading did not produce transferable fluency gains on the AIMSweb posttest for most struggling adolescent readers — related
- Treatment group participants showed larger comprehension gains than control group participants, with six increasing by at least 50 lexiles — related
- READ 180® has potentially positive effects on reading fluency for adolescent readers — related
- A meta-analysis of 18 repeated reading studies found moderate mean fluency gains and smaller comprehension gains, with adult implementation, speed cueing, and three to four readings as effective components — related
- A 13-week multicomponent small-group reading intervention did not produce significantly better word reading, comprehension, or fluency outcomes than typical remedial instruction for middle school students with severe reading difficulties — related
- Control group participants who completed the posttest showed little change in comprehensibility or fluency ratings — related
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