Abstract:
Reading comprehension is a skill that has been investigated for years, yet with much to still be researched in attempts to better understand this complex cognitive ability. Effective and efficient means of assessment of reading comprehension in children has been a frequent topic in the literature as well as treatment of reading disorders with deficits in reading comprehension. The purpose of this study was to investigate the predictive value of various reading skills to oral and silent reading comprehension in the attempts to suggest a more efficient manner of assessment. The various reading skills that were measured in this study include single-word reading accuracy, single-word reading fluency, textual reading fluency and accuracy, oral reading comprehension abilities, and silent reading comprehension abilities. This study involved 39 participants, 29 females and 10 males. At the time of data collection, the participants were in grades first through fifth grade and were 7 to 12 years of age. Each child participated in a reading evaluation involving administration of several standardized assessment tools of reading abilities. These tests included Test of Word Reading Efficiency-Second Edition, Woodcock Reading Mastery Tests-Third Edition, Gray Oral Reading Tests-Fifth Edition, and Gray Silent Reading Tests. Informal measures comprised of hearing and vision screenings. Passing scores on the screenings were required before administration of formal testing. Data was recorded in real-time, and scores were recorded later. All of the scores from the assessments were entered in a step-wise linear regression model. Oral reading comprehension as measured by the GORT-V was entered in as the measurement being predicted, while all other remaining scores were entered as predictors. Predictive values were obtained in regards to their relation to oral reading comprehension. Results of the study revealed that GORT-V Rate (oral reading rate) was most related to oral reading comprehension abilities as measured by the GORT-V. When the GORT-V related variables were removed from the analysis, the results indicated that sight word reading abilities as measured by the Word Identification subtest of the WRMT-III were most related to oral reading comprehension as measured by the GORT-V. These findings indicate that reading rate is highly associated with oral reading comprehension abilities and that word reading accuracy is highly important for oral reading comprehension abilities. Accurate word reading facilitates fluent reading, and both are crucial reading skills needed for both oral and silent reading comprehension abilities. Word reading accuracy can act as an anchor for the higher cognitive skill of comprehending text to develop in a linear fashion.