Ashley Patnaude EDU 744

Literature Review

April 27, 2012 Page 1

Fluency vs. Comprehension: The Link and Importance of Each Ashley Patnaude University of New England EDU 744 Professor Deterding April 27, 2012

Ashley Patnaude EDU 744

Literature Review

April 27, 2012 Page 2

Guiding Question: What is the relationship between fluency and comprehension and where should our instruction begin? With an overwhelming number of curriculum goals teachers must reinforce through thoughtful instruction, it can often become a daunting task determining where to start. This is often the case when it comes to reading instruction. Beginning readers require a concrete foundation on which they can strengthen their skills in order to become successful readers, who are able to read fluently, while comprehending what they have read. It is essential, though; that teachers focus on the most important foundation of reading during the elementary grades, so that students will benefit most. While a great deal of emphasis is placed on both fluency and on understanding, this literature review will be analyzing the two components of reading to identify their relationship, as well as, to determine the role of each in reading instruction. The importance of both comprehension and fluency is clear, but does one hold more weight, and in turn importance, in developing stronger readers than the other? The first article I read for this review is entitled, Assessing for Generalized Improvements in Reading Comprehension by Intervening to Improve Reading Fluency, by Christine E. Neddenriep, Abigail M. Pritz, and Miranda E. Carrier of the University of Washington-Whitewater. It focuses on the correlation between strengthening fluency in order to increase reading comprehension. The authors conducted a study of five fourth-grade students over 15 weeks whereby the students showed significant gains in their reading speed, as well as four out of five students improving scores on comprehension questions related to their reading.

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Literature Review

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Moving on, this studys focus was to gain a deeper understanding of the effect reading fluency can have on reading comprehension. LaBerge and Samuels (1987) are referenced in the article as stating, automaticity allows the reader to spend less time and effort sounding out words and to retain more cognitive resources for understanding what is being read. (as cited Neddenriep et al., 15) With an abundance of research on the importance of teaching fluency referred to in the beginning of the article, the authors make it clear that they wish to learn more about fluencys relationship with overall comprehension. The authors also sought to determine a specific reading speed threshold by which students would typically be able to answer comprehension questions following reading. Over the course of 15 weeks, the authors worked with five fourth-grade students, given the pseudonyms, Ethan, Maggie, Laura, Allie, and Glen, in a Midwestern elementary school. Students were chosen following benchmark tests at the start of the school year, which indicated frustrational level regarding word count per minute (WCPM). With the average fourth grader reading approximately 85 WCPM, the students chosen were well below this standard with their median scores ranging from just 31 WCPM to 61 WCPM. Sessions were held twice per week for a half hour, afterschool and near the students classroom. Noted in the article, the National Institute of Child Health and Human Development (NICHHD, 2004) found that there are certain aspects necessary to adequately improve student understanding, including the student reads aloud to an adult; the adult corrects errors to ensure accurate practice; and the adult provides feedback regarding performance to ensure mastery. (Neddenriep, et al., 17) Students received reading

Ashley Patnaude EDU 744

Literature Review

April 27, 2012 Page 4

selections and were allowed to orally read each passage a total of three times, following the aforementioned guidelines established by NICHHD. Following reading, students also answered comprehension questions. At the conclusion of this 15-week study, the majority of students showed a number of gains in both fluency and comprehension. The percent change in reading fluency ranged from 13% to 46%, pushing three students to the mastery level, one to the instructional level, while one student remained at the frustrational level, despite a 46% reading fluency increase. This student did miss a number of sessions due to absences from school. Furthermore, students improved in the area of comprehension with a range of .02 through 1.0 rate of improvement in reading comprehension. This equates to a gain of words ranging from 11 words to 22 words. The authors summarize their findings by stating, Large differences in reading aloud are necessary before changes in reading comprehension can be demonstrated (Neddenriep et al., 24) Finally, the authors note a word count per minute rate of 90 words to be a sufficient rate to aim for in order to increase comprehension while reading. The second article studied in this review, Minimum Reading Fluency Necessary for Comprehension Among Second-Grade Students, was written by Matthew K. Burns, Heather Kwoka, Becky Lim, Melissa Crone, Katherine Haegele, David C. Parker, Shawna Peterson, and Sarah E. Scholin of the University of Minnesota. This article explains the significance of comprehensions dependence on fluency following a study of 84 second-grade students. The focus is to demonstrate that comprehension is unable to occur without the assistance of fluency in reading.

Ashley Patnaude EDU 744

Literature Review

April 27, 2012 Page 5

To begin, authors of this article cite an abundance of background information relating to the topic of their article. As cited, Laberge and Samuels (1974) proposes that children who slowly decode words one sound at a time will not be able to retain the meaning of words they read after completing a sentence or paragraph. (Burns et al., 124) For this reason, automatic word recognition is a necessity in order for students to be able to comprehend what they are reading. ORF, or oral reading frequency, is the measure used to gauge fluency in the study, as well as, in the studies referenced in the article. It goes on to mention a 2002 study by Burns et al. in which they artificially slowed student ORF to measure the effect on comprehension and to determine a potential ORF criterion. In that particular study, the authors tested 49 third- and fourth-graders by having them read with increasing percentages of scrambled words: 0%, 10%, 20%, 30% and asked them to read the passages orally and answer comprehension passages. (Burns et al., 125) With 0% of scrambled words, students mean ORF was recorded at 95.55 words per minute. With 30% of words scrambled, however, students mean ORF dropped down to just 32.28. Comprehension suffered as well, showing a decrease from 82.37% being answered correctly with 0% words scrambled all the way down to 48.28% correct when 30% of the words were scrambled. The current study, which is the focus of this article, is based on the original Burns et al. study, although it instead is concentrated on second graders and by randomly assigning the conditions rather than having students complete each condition. (Burns et al., 126) Next, the article outlines the set-up of the study. 84 second-grade students from two elementary schools in Minnesota participated in the authors study

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Literature Review

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relating fluency to comprehension. Students worked one on one with the researchers in a quiet, individual setting. Students were randomly given a reading passage at grade level, which included 0%, 10%, 20%, or 30% of words in a scrambled format. If a student was unable to determine a scrambled word within three seconds, the researcher would provide the word. Following the readings of the passages, students were orally asked corresponding comprehension questions. In order to pass this portion of the study, students needed to correctly answer seven out of eight questions. In conclusion, Burns et al. were able to find a moderate and significant correlation (Burns et al., 129) between oral reading frequency and comprehension. As students became less able to read fluently, which was when percentage of word scrambles increased, they were less successful at answering comprehension questions. Comprehension scores were significantly higher for the 0% scrambled condition than for the 20% or 30% scrambled condition. (Burns et al., 128) Furthermore, after analyzing the results of their study, the authors determined that a word count of at least 63 words per minute is a successful rate in terms of allowing for more comprehension. Students in the study who were reading at least 63 WCPM were able to answer an average of 87.5% of comprehension questions correctly. In totality, the article was able to prove that fluency directly impacts whether or not a student will be able to answer comprehension questions. The third article I read is entitled Fluency: A Key Link Between Word Identification and Comprehension, and was written by Anthony S. Bashir of Emerson College and Pamela E. Hook of the Mass General Hospital Institute of

Ashley Patnaude EDU 744

Literature Review

April 27, 2012 Page 7

Health Professions. The focus of this article centers on the development of fluency as a stepping-stone from word recognition to comprehension. First, the Bashir and Hook article describes the purpose of the article: to challenge a previous article written by an author named A. G. Kamhi (2007) and his assertion that the focus in reading instruction should be placed on a broad view, which includes reading comprehension, rather than a narrow view of just word identification. The authors believe, however, that Neither of these views explicitly incorporates the development of reading fluency nor addresses its importance as a bridge between word identification and comprehension. (Bashir and Hook, 196) This article goes on to describe the complexity of learning to be a strong reader. Losing ones place in reading due to being tripped up on a word makes it difficult to retain information, and in turn comprehend. Furthermore, varying sentence lengths can make it a challenge to continue to understand information being presented. Motivation, as the authors suggest, can begin to deteriorate in a book that poses such a challenge to understand. For these reasons, it is noted that fluency is an essential component of reading that allows readers to comprehend. Numerous reading difficulties, including self-regulation, word recognition, lack of understanding, and setting goals, to name a few, are described in this article. All of these problems are reasons why the authors state interference occurs with their reading fluencythereby interfering with access to text and comprehension. (Bashir and Hook, 197) Finally, the authors go on to specify the exact definition of fluency, with help from numerous referenced sources. Fluency is realized as the rapid and accurate

Ashley Patnaude EDU 744

Literature Review

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reading of a connected text that results when orthographic, phonological, and semantic processes are retrieved rapidly and are high in quality (as cited Perfetti, 1985) leading to an effective speed of reading so that comprehension occurs. (Bashir and Hook, 197) In this particular definition, an end result of comprehending is mentioned, showing the link between fluency and comprehension the researchers had suggested. In conclusion, Bashir and Hook reiterate, The development of reading fluency is crucial for children as they move away from a conscious focus on word decoding and recognition to the reading of connected text and comprehension. (Bashir and Hook, 198) The article finishes with a strong suggestion to begin word and letter recognition instruction as early as possible because The student cannot achieve fluency until he or she can recognize words accurately and effortlessly. (Bashir and Hook, 198) It is also recommended that preventative measures be taken in providing repeated readings to develop fluency, rather than providing such practice through a remediation program. As this article very clearly articulates, fluency is a strong component of reading that makes comprehension possible. Synthesis Fluency and comprehension are without question some of the most importance aspects of reading instruction. Without an increase in reading speed and dedication to understanding, students will not be prepared to be successful readers for life. The articles I have studied for this review make it clear that fluency and comprehension must both be present in order for a student to become an effective reader. If a student gets hung up on every word and isnt able to smoothly decipher

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Literature Review

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words as he or she reads, the student will not be able to understand the objective for reading. Similarly, if a student is able to smoothly read, applying previously learned decoding skills, but cannot access the content, comprehension will still fall to the wayside. Bashir and Hook cite an article related to this topic in saying, The ability to read fluently is an important aspect of how the reader plans, directs, and integrates the various cognitive and linguistic strategies needed for comprehension. (as cited Gaskins, Satlow, & Pressey; Wolf, 2007). Each of the articles was successful in showing me the relationship between fluency and comprehension. While I have long thought that comprehension is the most important component of reading instruction, I now feel that fluency is a major deciding factor in whether comprehension will take place. Subsequently, the Neddenriep, Fritz, Carrier article, Assessing for Generalized Improvements in Reading Comprehension by Intervening to Improve Reading Fluency, was able to portray the effect focus on increasing fluency can have on comprehension. In this study, a small group of fourth-graders increased their word counts per minute during reading. This propelled their comprehension skills as they were more equipped to retain information while reading. In fact, because of the heavy focus on fluency rates, Four of the five participants also demonstrated meaningful gains in comprehension at a rate exceeding the realistic growth rate for fourth grade students. (Neidenreip et al., 24). With a larger sample size for their study, Minimum Reading Fluency Necessary for Comprehension Among Second-Grade Students, Burns et al. reported findings consistent with that of the fourth grade study. This time, though, 84 second-graders received direct fluency instruction.

Ashley Patnaude EDU 744

Literature Review

April 27, 2012 Page 10

Students were able to answer a much higher percentage of comprehension questions, 67%, when no words were scrambled in their reading passages compared to when 20% or 30% of words in the passage were scrambled, with 33% and 28% answered correctly, respectively. (Burns et al, 129). This data supplied by Burns et al. reiterates Neidenreip et al.s assertion that fluency is necessary for understanding to take place. Bashir and Hook are also on par with the other two articles I reviewed with their article, Fluency: A Key Link Between Word Identification and Comprehension. While they did not carry out a study, they did compile a number of sources that explain the strong correlation that exists between fluency and comprehension. The authors of this article go one step further by explaining, If we are to assist students to read and understand what they have read, our work must develop reading fluency as well as build prior knowledge, facilitate the underpinnings of word recognition, develop linguistic knowledge and access to a different text genre, facilitate verbal reasoning, and teach strategies for comprehension. (Burns et al., 199). The above quote references all of the elements that go into teaching reading to elementary students. While fluency and comprehension are major components of reading, there are many other pertinent skills necessary to become a capable reader. While the three articles were in agreement on the major topics of fluency and comprehension, their relationship, and their importance to developing readers, there were some differences that stood out to me while reading. First, the Burns et al. study, Minimum Reading Fluency Necessary for Comprehension Among Second-

Ashley Patnaude EDU 744

Literature Review

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Grade Students came up with an oral reading rate that differs from the suggested reading read of the Neddenriep et al. study, Assessing for Generalized Improvements in Reading Comprehension by Intervening to Improve Reading Fluency. Burns et al. determined that students must read at a rate of at least 63 words per minute in order to retain what they are reading, while Neddenriep et al. concluded that a reading rate of at least 90 words read per minute will propel students to comprehension. I think 63 and 90 are much different figures and am unsure of which article to believe. Of course, the higher a word count is, the more students will be able to understand, but Im not certain it has to be as high as 90 for a student to comprehend the majority of what has been read. In conclusion, these three articles made the significance of the relationship between fluency and comprehension apparent from the start. I feel validated in relaying the importance of both reading components in terms of reading instruction. While both important, one certainly does not outweigh the other because students require both skillsets in order to be an efficient reader. Analysis I believe the readings used in this literature review are trustworthy. The three articles studied were published in reputable journals, the Psychology in the Schools journal for two of them and Language, Speech, and Hearing Services in Schools. Similarly, the authors were either professors and graduate students or health professionals, specializing in speech and hearing. The articles were all current with the Psychology in the Schools articles being written just last year and Bashir and Hooks article being written in 2009. In each article, the intended

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Literature Review

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audience seemed to be teachers and professionals in the education field. I believe most of the articles are sound and make logical sense. Citing anywhere from 24 to 36 references, these articles are definitely supported by facts and experts in the education world. Furthermore, two of the articles were actually studies, which based their information off of their findings. I do believe, though, that Neddenriep et al.s study of just five students was much too small of a sample group from which to gather sufficient evidence relating to fluency and comprehension. While I knew that there was a connection between fluency and comprehension all along, I questioned how strong of a link there was between the two. I felt that simply focusing on the understanding of what is being read was most important. After reading these three articles, I now feel more confident in saying that fluency and comprehension are both necessary and vital for a student to be a successful reader. I agree with the authors findings and while this is not an especially controversial topic, it can be a confusing one from which teachers must try to plan effectively. Fluency and comprehension are each incredibly important reading components that are dependent on one another for a student to become a stronger reader. In response to the guiding question, fluency and comprehension should absolutely not be in competition of one another. Instead, these two vital components of reading instruction fit together like puzzle pieces. So much about reading instruction builds upon one another and works together concurrently to ensure that successful reading occurs. Beginning with phonemic awareness and decoding, instruction should then be focused on fluency and effective reading, and then finally concentrated on the development of comprehension. Students should review each

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Literature Review

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portion of reading on a regular basis, such as how to sound out words or follow punctuation while reading, while still learning new strategies, such as making predictions, for example, in order to better comprehend. Every instructional decision we make as teachers affects our students learning. For this reason, it is important to understand the procedure of teaching reading and the sequence that must occur to benefit our students in this subject. While some teachers might argue that fluency instruction takes precedence over comprehension instruction, it is important to step back and realize that neither of these pieces of reading is more important than the other; fluency actually promotes comprehension, as proven in the studies carried out by both Burns et al. and Neddenriep et al., two credible sources. Understanding this portion of knowledge can begin to ease some of the burden teachers feel in attempting to plan effective instruction for every child within their classrooms, allowing them to fully grasp where their attention should fall: promoting and emphasizing both fluency and comprehension.

Ashley Patnaude EDU 744

Literature Review References

April 27, 2012 Page 14

Bashir, A. & Hook, P. (2009) Fluency: A key link between word identification and comprehension. Language, Speech and Hearing Services in the Schools, 40(2), 196-200. Burns, M. K. & Kwoka, H., Lim, B, Crone, M. Haegele, K., Parker, D. C., Petersen, S. & Scholin, S. E. (2011). Minimum reading fluency necessary for comprehension among second-grade students. Psychology in the Schools, 48, 124-132. Neddenriep, C. E. & Fritz, A. M., Carrier, M. E. (2011), Assessing for generalized improvements in reading comprehension by intervening to improve reading fluency. Psychology in the Schools, 48: 1427.