title: Accurate reading comprehension rate as an indicator of broad reading in students in first, second, and third grades.
abstract: The relationship between reading comprehension rate measures and broad reading skill development was examined using data from approximately 1425 students (grades 1-3). Students read 3 passages, from a pool of 30, and answered open-ended comprehension questions. Accurate reading comprehension rate (ARCR) was calculated by dividing the percentage of questions answered correctly (%QC) by seconds required to read the passage. Across all 30 passages, ARCR and its two components, %QC correct and time spent reading (1/seconds spent reading the passage), were significantly correlated with broad reading scores, with %QC resulting in the lowest correlations. Two sequential regressions supported previous findings which suggest that ARCR measures consistently produced meaningful incremental increases beyond %QC in the amount of variance explained in broad reading skill; however, ARCR produced small or no incremental increases beyond reading time. Discussion focuses on the importance of the measure of reading time embedded in brief accurate reading rate measures and directions for future research.
authors.affiliation: Educational Psychology Counseling Department, University of Tennessee, USA; Barbara Foorman Florida Center for Reading Research, Florida State University, USA. Electronic address: dciancio@utk.edu.
authors.forename: Dennis
authors.initials: D
authors.lastname: Ciancio
authors.affiliation: Educational Psychology Counseling Department, University of Tennessee, USA; Barbara Foorman Florida Center for Reading Research, Florida State University, USA.
authors.forename: Kelly
authors.initials: K
authors.lastname: Thompson
authors.affiliation: Educational Psychology Counseling Department, University of Tennessee, USA; Barbara Foorman Florida Center for Reading Research, Florida State University, USA.
authors.forename: Megan
authors.initials: M
authors.lastname: Schall
authors.affiliation: Educational Psychology Counseling Department, University of Tennessee, USA; Barbara Foorman Florida Center for Reading Research, Florida State University, USA.
authors.forename: Christopher
authors.initials: C
authors.lastname: Skinner
authors.affiliation: Educational Psychology Counseling Department, University of Tennessee, USA; Barbara Foorman Florida Center for Reading Research, Florida State University, USA.
authors.forename: Barbara
authors.initials: B
authors.lastname: Foorman
mesh_terms: D002648:Child; D032882:Comprehension; D004521:Educational Measurement; D005260:Female; D006801:Humans; D007807:Language Tests; D008297:Male; D011932:Reading; D012574:Schools; D013334:Students
keywords: Accurate reading comprehension rate; Broad reading; Comprehension accuracy; Reading time; Validity