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Maíra Anelli Martins1, Simone Aparecida Capellini1

  • 1Universidade Estadual Paulista - UNESP - Marília (SP), Brasil.

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|February 28, 2019
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Reading speed is linked to reading comprehension in elementary students, but the number of pauses during reading did not significantly impact comprehension across most grade levels. This highlights the importance of reading rate for understanding.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Literacy Studies

Background:

  • Oral reading fluency is a critical component of reading development.
  • Understanding the relationship between fluency components and reading comprehension is essential for effective literacy instruction.

Purpose of the Study:

  • To investigate the correlation between oral reading fluency metrics (speed and pauses) and reading comprehension in elementary school students.
  • To determine if these relationships vary across different grade levels (3rd, 4th, and 5th).

Main Methods:

  • Ninety-seven elementary students (3rd, 4th, and 5th grade) participated.
  • Oral reading was recorded and analyzed for pauses and speed (words correctly read per minute).
  • Reading comprehension was assessed using standardized measures.

Main Results:

  • A significant relationship was found between reading comprehension and reading speed (words per minute) for 3rd and 5th graders.
  • This correlation was not significant for 4th graders.
  • No significant negative relationship was observed between the number of pauses and reading comprehension in 4th and 5th graders.

Conclusions:

  • Oral reading rate is a significant predictor of reading comprehension in elementary students.
  • The number of pauses during oral reading did not consistently show a significant relationship with reading comprehension across the studied grade levels.
  • Findings suggest that while reading speed is important, pauses may play a less direct role in comprehension for this age group.