Accurate reading comprehension rate as an indicator of broad reading in students in first, second, and third grades

摘要: The relationship between reading comprehension rate measures and broad skill development was examined using data from approximately 1425 students (grades 1-3). Students read 3 passages, a pool of 30, answered open-ended questions. Accurate (ARCR) calculated by dividing the percentage questions correctly (%QC) seconds required to passage. Across all 30 ARCR its two components, %QC correct time spent (1/seconds passage), were significantly correlated with scores, resulting in lowest correlations. Two sequential regressions supported previous findings which suggest that consistently produced meaningful incremental increases beyond amount variance explained skill; however, small or no time. Discussion focuses on importance measure embedded brief accurate directions for future research.