School of Education


Doctor of Education in Curriculum & Instruction (EdD)


Michelle Barthlow


Fluency, Comprehension, Literary, Informational, Predictive Validity


Education | Language and Literacy Education


This study investigated the relationship between second grade students’ oral reading fluency scores as an indicator of reading comprehension achievement. A correlational design was used with a sample of 302 students from three South Carolina Title I schools. The students’ oral reading fluency (DORF) and overall, informational, and literary comprehension scores (MAP) were recorded. The researcher completed three bivariate linear regression analyses to determine if overall, informational, and literary comprehension could be predicted by students’ oral reading fluency rates. The researcher found that that there is a significant predictive relationship between the predictor and criterion variables. The statistical method used concluded a predicative relationship between oral reading fluency and overall reading comprehension, informational comprehension, and literary comprehension (p. < .001). This research adds to the body of knowledge in the field by focusing on students in a Title I setting. In addition, it also shows the variability for each of the three criterion variables. More research needs to be done to investigate what other factors account for the remaining percentage of variability in predicting comprehension outcomes in addition to fluency. In addition, focusing on a different sample population such as special education students would also be beneficial.