Is there a correlation between oral reading rate and social conversational speaking rate

The purpose of this research was to determine if there was a correlation between oral reading rates and social conversational speaking rates. This research was conducted using a sample size of 25 students, ages 8-12, in one elementary building in Southern Iowa. Student data were collected from a previous district’s fall assessment in the area of oral reading rate. Students were given specific prompts when providing their social conversational speaking. When comparing oral reading rate with their social conversational speaking rate, it was found that there was a correlation when measured in words per minute suggesting that students’ reading rates of text correlates to their social conversational speaking rates. This open access graduate research paper is available at UNI ScholarWorks: https://scholarworks.uni. edu/grp/869 ORAL READING RATE AND SOCIAL CONVERSATAIONAL SPEAKING RATE 1 Is There A Correlation Between Oral Reading Rate and Social Conversational Speaking Rate? A Graduate Research Paper Submitted to Division of Literacy Education Department of Curriculum and Instruction In Partial Fulfillment Of the Requirements for the Degree Masters of Arts in Education Sarah C. Mason University of Northern Iowa ORAL READING RATE AND SOCIAL CONVERSATAIONAL SPEAKING RATE 2 March 2019 This Graduate Research Paper submitted by Sarah C. Mason Titled: Is There a Correlation Between Oral Reading Rate and Social Conversational Speaking Rate? Has been approved as meeting the department requirement for the Degree of Master of Arts in Education __________________ __________________________________________ Date Approved Graduate Faculty Reader __________________ __________________________________________ Date Approved Graduate Faculty Reader __________________ __________________________________________ Date Approved Head, Department of Curriculum and Instruction ORAL READING RATE AND SOCIAL CONVERSATAIONAL SPEAKING RATE 3 Acknowledgements I wanted to say thank you to the students, parents, and staff of the elementary school for their participation in this study. I want to say thank you to Diane Mason for her assistance with the statistical data involved in this study as well. I also want to thank my family, friends, and professors for their support and time. ORAL READING RATE AND SOCIAL CONVERSATAIONAL SPEAKING RATE 4 Abstract The purpose of this research was to determine if there was a correlation between oral reading rates and social conversational speaking rates. This research was conducted using a sample size of 25 students, ages 8-12, in one elementary building in Southern Iowa. Student data were collected from a previous district’s fall assessment in the area of oral reading rate. Students were given specific prompts when providing their social conversational speaking. When comparing oral reading rate with their social conversational speaking rate, it was found that there was a correlation when measured in words per minute suggesting that students’ reading rates of text correlates to their social conversational speaking rates.The purpose of this research was to determine if there was a correlation between oral reading rates and social conversational speaking rates. This research was conducted using a sample size of 25 students, ages 8-12, in one elementary building in Southern Iowa. Student data were collected from a previous district’s fall assessment in the area of oral reading rate. Students were given specific prompts when providing their social conversational speaking. When comparing oral reading rate with their social conversational speaking rate, it was found that there was a correlation when measured in words per minute suggesting that students’ reading rates of text correlates to their social conversational speaking rates. ORAL READING RATE AND SOCIAL CONVERSATAIONAL SPEAKING RATE 5 Introduction . 8 Rationale for Choosing Topic . 9 Purpose of Research . 10 Literature Review.10 Specifics of Oral Reading Fluency . 11 Curriculum-Based Measures . 12 Oral Reading Fluency Rates . 13 Social Conversational Speaking Rates.16 Gender . 17 Methodology . 18 Setting . 19 Participants . 19 Data Collection . 20 Data Analysis . 22 Results . 23 Parametric Measurement . 24 Non-Parametric Measurement . 26 Gender . 28 Discussion . 29 Sample.29 Statistical Findings . 30 Outlier . 31 Gender . 32 ORAL READING RATE AND SOCIAL CONVERSATAIONAL SPEAKING RATE 6 Limitations . 32 Conclusion . 33 References . 34 Appendices and Supplemental Materials . 43 Appendix A: CITI Completion Form p. 1 . 43 Appendix B: CITI Completion Form p. 2 . 44 Appendix C: IRB PreK-12 Exempt Determination Eligibility Email . 45 Appendix D: Social Conversational Speaking and Oral Reading Rates . 46 Appendix E: Speaking and Reading Rates Regression.47 Appendix F: Speaking and Reading Rates Rank WPM.48 Appendix G: Speaking and Reading Rates Rank SPM . 49 Appendix H: Gender Comparison t-test Results . 50 ORAL READING RATE AND SOCIAL CONVERSATAIONAL SPEAKING RATE 7 List of Figures Figures 1. Histograms . 22 2. Scatter Plots . 24 ORAL READING RATE AND SOCIAL CONVERSATAIONAL SPEAKING RATE 8 Introduction With the publication of the 2000 report by the National Reading Panel came a push for higher reading standards and expectations. Multiple forms of research conducted, based on the various aspects of reading mentioned in the report include: alphabetics (phonemic awareness and phonics instruction), fluency, comprehension, teacher education and reading instruction, and computer technology, and reading instruction (National Reading Panel, 2000). Specifically, as part of that report multiple articles of quantitative research were reviewed surrounding specific programs and strategies on three aspects of fluency: speed, accuracy, and expression (National Reading Panel, 2000). A qualitative analysis of other articles was also conducted and used to check the National Reading Panel’s findings. Many of the selected research articles reviewed used oral reading as measurement in their quantitative studies, which the National Reading Panel (2000) further expanded in the report. This aspect, oral reading as part of fluency, is one of the topics for this current research paper. When thinking about the words “oral reading fluency,” this area takes on many meanings. For this study, oral reading fluency was interpreted to mean reading aloud. Examining a classroom, it can be found that many students have various rates of oral reading while reading aloud as well as various rates of speaking when in social conversation (Fountas & Pinnell, 2009; Hasbrouck & Tindal, 2006; Hasbrouck & Tindal, 2017; Hayiou-Thomas, Harlaar, Dale, & Plomin, 2010; Holliman, Wood, & Sheehy, 2010; Logan, Byrd, Mazzocchi,