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Dissertation/Thesis Abstract

Evaluating Student Comprehension Performance Measured by Oral Reading Fluency and Retell Fluency
by McGann, Rachel M., Ed.D., Frostburg State University, 2017, 99; 10280664
Abstract (Summary)

This dissertation investigated student comprehension and its relationship to oral reading fluency. The DIBELS Next reading assessment was used to determine the relationship between these reading skills. This research also examined the relationship between the two comprehension measures of the DIBELS Next assessment that are identified by the University of Oregon, Retell Fluency and Daze.

Using data from the fall administration of the DIBELS Next benchmark assessment, a sample of third grade students in a single district in western Maryland was selected. Using Spearman’s rho, the strength of the relationship between the three variables was determined.

After analyzing the data, it was determined that there was a moderate correlation between two of the measures, Oral Reading Fluency with Retell Fluency and Daze and Retell Fluency. The results indicate a positive correlation and the p value was <.01. There was correlation between Oral Reading Fluency and Retell Fluency was .684. There was a strong correlation between Oral Reading Fluency and Daze Fluency at .714. Lastly, the correlation between Retell Fluency and Daze Fluency was .597. The literature review and conclusion provide possible insights for these results.

Indexing (document details)
Advisor: Welsch, Jodi
Commitee: Brown, George D., Dawson, Gary, Ornstein, Barbara
School: Frostburg State University
Department: Educational Professions
School Location: United States -- Maryland
Source: DAI-A 79/01(E), Dissertation Abstracts International
Subjects: Education, Reading instruction
Keywords: Comprehension, DIBELS Next, Daze, Oral reading fluency, Retell
Publication Number: 10280664
ISBN: 978-0-355-13065-2
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