Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis

TLDR

The article examines oral reading fluency as an indicator of overall reading competence. It reviews theoretical arguments, empirical studies, and a century‑long history of how oral reading fluency has been used in measurement. The authors recommend specific practices for assessing oral reading fluency in research and classroom settings.

Abstract

The purpose of this article is to consider oral reading fluency as an indicator of overall reading competence. We begin by examining theoretical arguments for supposing that oral reading fluency may reflect overall reading competence. We then summarize several studies substantiating this phenomenon. Next, we provide an historical analysis of the extent to which oral reading fluency has been incorporated into measurement approaches during the past century. We conclude with recommendations about the assessment of oral reading fluency for research and practice.