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The present study examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models (SEM) with latent variables using data from 316 first-grade students, (1) silent and oral reading fluency were found to be related yet distinct forms of reading fluency; (2) silent reading fluency predicted reading comprehension better for skilled readers than for average readers; (3) list reading fluency predicted reading comprehension better for average readers than for skilled readers; and (4) listening comprehension predicted reading comprehension better for skilled readers than for average readers.
Kim et al. (Thu,) studied this question.
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