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Reading comprehension and vocabulary are inextricably linked together. The ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means while skimming a reading material.
Reading fluency refers to the link between the recognition of words while reading and reading comprehension, [6] [13] which manifests itself in the speed and accuracy that one is able to read text. [6] Research on reading fluency aligns concepts of accuracy, automaticity, and prosody. [13]
DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is a series of short tests designed to evaluate key literacy skills among students in kindergarten through 8th grade, such as phonemic awareness, alphabetic principle, accuracy, fluency, and comprehension. The theory behind DIBELS is that giving students a number of quick tests, will ...
The reading rope is a visualization of the simple view published by psychologist Hollis Scarborough in 2001, showing the interactivity of decoding and language comprehension (and their sub-components) in producing fluent reading comprehension. [16]
The NRP analyzed 16 studies showing that teaching oral reading fluency led to improvements in word reading, fluency, and reading comprehension for students in grades 1–4, and for older students with reading problems. Instruction that had students reading texts aloud, with repetition and feedback led to clear learning benefits. [8]
Guided reading is a small group activity where more of the responsibility belongs to the student. Students read from a leveled text. They use the skills directly taught during mini-lessons, interactive read aloud and shared reading to increase their comprehension and fluency. The teacher is there to provide prompting and ask questions.