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The relationship of reading performance to difficulty level of material was the focus of this study. Participants in the study were 83 fourth graders from four urban schools. Each student was administered passages at different levels of challenge (independent, instructional, frustration) based on word identification accuracy. Passages were scored for word identification accuracy and rate. Comprehension was assessed through open-ended questions. There was a significant correlation between reading rate and word recognition accuracy. However, reading rate and comprehension did not correlate significantly. Implications of these findings for assessing reading progress for urban fourth grade students are discussed.
Cramer et al. (Thu,) studied this question.