Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers’ text-reading fluency in English

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Effective Academic Vocabulary Instruction in the Urban Middle School (2010, background): “…LM learners, enrolled in these schools since the primary grades and followed from fourth grade into middle school, had good word reading skills but vocabulary and reading comprehension scores around the 20th percentile (Crosson & Lesaux, 2010; Kieffer & Lesaux, 2007; Lesaux & Kieffer, 2010).”
The Relation of Morphological Awareness and Syntactic Awareness to Adults’ Reading Comprehension (2011, methodology): “However, the correlations between the measure of morphological awareness (GAT) and those of reading comprehension (GATES, NDRT) were small.”
Developmental changes in the nature of language proficiency and reading fluency paint a more complex view of reading comprehension in ELL and EL1 (2012, background): “For example, a recent study by Crosson and Lesaux (2010) , that involved grade 5 ELLs from a Spanish speaking background, demonstrated that over and above the contribution of word reading fluency and oral language proficiency, text reading fluency was a unique predictor of reading comprehension.”