Oral reading performance is used as an indicator of students’ overall reading ability.

It is
used to measure three components of reading, accuracy, rate, and fluency, which have
been shown to relate strongly to comprehension (Fuchs et al., 2001, [1]). Students are
asked to read aloud from selected grade-level passages, and scores are based on
accuracy, rate, and fluency. Listening to students reading aloud provides valuable
insights into the covert cognitive processes used to decipher and comprehend printed
materials.
https://link.springer.com/referenceworkentry/10.1007/978-0-387-79061-
9_2031#:~:text=Definition,the%20act%20of%20silent%20reading.

What is Oral Reading Fluency?

Oral reading fluency is the ability to read connected text quickly, accurately, and with
expression. In doing so, there is no noticeable cognitive effort that is associated with
decoding the words on the page. Oral reading fluency is one of several critical
components required for successful reading comprehension. Students who read with
automaticity and have appropriate speed, accuracy, and proper expression are more
likely to comprehend material because they are able to focus on the meaning of the
text.

Why is Oral Reading Fluency an Important Skill to Assess?

A student’s level of verbal reading proficiency has a 30-year evidence base as one of
the most common, reliable, and efficient indicators of student reading comprehension
(Reschly, Busch, Betts, Deno, & Long, 2009; Wayman, Wallace, Wiley, Tichá, & Espin,
2007). When used as a predictor of higher stakes reading comprehension tasks, an
assessment of oral reading fluency performs as well as or better than many other
comprehensive tests of reading (see Baker et al., 2008). Because reading fluency tasks
are designed to be brief, reliable, and repeatable, they serve well as tools for universal
screening for early intervention across Grades 1 – 6 (Reschly et al., 2009). Reading
fluency tasks are also used for monitoring the progress of individual students who are at
risk for later detrimental reading outcomes.

Curriculum-Based Measurement of oral reading (CBM-R) is a universal term that

encompasses multiple types of oral reading fluency assessments (e.g., aimsweb.com;
dibels.uoregon.edu; easyCBM.com; edcheckup.com; fastforteachers.org; isteep.com).
Taken together, measures of CBM-R are some of the most widely used and researched
tools in educational assessment for screening and progress monitoring (Graney &
Shinn, 2005). Any CBM-R set is typically represented by a standardized set of passages
designed to identify students who may require additional support (through universal
screening) and to monitor progress toward instructional goals. A student’s current level
of performance is measured by the number of words read correctly in one minute and
also typically includes the accuracy of the reading expressed as a percentage. When
CBM-R is used as a screening tool, it is most commonly administered to students at
three different time points during the school year.
https://council-for-learning-disabilities.org/what-is-oral-reading-fluency-verbal-reading-
proficiency/

What is Word Recognition?

As readers become increasingly proficient decoders, automatic word recognition
develops. Automatic word recognition is defined as the ability for a reader to decode text
instantly without conscious effort (Kuhn et al., 2010; La Berge & Samuels, 1974; Logan,
1997). The skill of word recognition develops through repeated practice and exposure to
text and words. Automatic word recognition is crucial for long-term reading success as it
allows for fluent, accurate, and expressive reading (Wolf, 2018), and, more importantly,
attention to be given to word meaning (Moats, 1998).

Considering the importance of successful decoding and automatic word recognition, it is

crucial to assess students’ abilities to determine the areas that they may struggle with
so teachers can provide targeted instruction that improves decoding and word
recognition skills.
https://www.captivoice.com/capti-site/public/entry/
capti_assess_insights_the_importance#:~:text=The%20skill%20of%20word
%20recognition,meaning%20(Moats%2C%201998).

What is Reading Comprehension?

Comprehension refers to the ability to understand written words. It is different from the
ability to recognize words. Recognizing words on a page but not knowing what they
mean does not fulfill the purpose or goal of reading, which is comprehension. Imagine,
for example, that a teacher gives a child a passage to read. The child can read the
entire passage, but he or she knows nothing when asked to explain what was read.
Comprehension adds meaning to what is read. Reading comprehension occurs when
words on a page are not just mere words but thoughts and ideas. Comprehension
makes reading enjoyable, fun, and informative. It is needed to succeed in school, work,
and life in general.
https://www.aces.edu/blog/topics/home-family-urban/the-importance-of-reading-
comprehension/#:~:text=Comprehension%20adds%20meaning%20to%20what,work
%2C%20and%20life%20in%20general.