Research
1. Hosp, J. L., & Suchey, N. (2014). Reading assessment: reading fluency, reading fluently, and comprehension--commentary on the special topic. School Psychology Review, 43(1), 59+. Retrieved from https://link.galegroup.com/apps/doc/A364693563/PROF?u=tea&sid=PROF&xid=af82488e
Summary: This article provides a summary of four articles related to the assessment of oral reading. The authors acknowledge that while there are increasing accountability standards for reading, measuring reading ability remains complex and difficult. The authors make a case for oral passage reading as a way to measure both reading fluency and comprehension.
2. Wise, J. C., Sevcik, R. A., Morris, R. D., Lovett, M. W., Wolf, M., Kuhn, M., & Schwanenflugel, P. (2010). The relationship between different measures of oral reading fluency and reading comprehension in second-grade students who evidence different oral reading fluency difficulties. Language, Speech, & Hearing Services in Schools, 41, 340+. Retrieved from https://link.galegroup.com/apps/doc/A230773834/PROF?u=tea&sid=PROF&xid=79d66536
Summary: The purpose of this study was to examine whether different measures of oral reading fluency relate differentially to reading comprehension performance in two samples of second-grade students. Results of this study indicate that real-word oral reading fluency was the strongest predictor of reading comprehension and suggest that real-word oral reading fluency may be an efficient method for identifying potential reading comprehension difficulties.