Fluency and comprehension performance among first- and third-grade male African Americans in urban school

In this study, the relationship between Dynamic Indicators of Basic Early Literacy Skills' (DIBELS) Oral reading fluency (ORF) and the Iowa Test of Basic Skills' reading comprehension was examined. The study's population included approximately 100 first and third grade male African American enrolled at two urban schools. The study's use of a correlational research design encompassed the usage of statistical conclusions surrounding the presence or absence of a predictable relationship between students' oral reading fluency and reading comprehension. The use of a predictive correlational research design allowed for a statistical inference about the presence or absence of a predictive relationship between the performance of students' comprehension on the ITBS relative to their performance on DIBELS ORF while considering external and internal factors. The study's results indicated that there is a statistically significant predictive relationship between reading fluency scores, as measured by the administration of the Fall 2014 DIBELS ORF, and reading comprehension scores, as measured by the administration of the Fall 2014 ITBS, in first- and third-grade male African Americans in urban public schools. It was also determined that reading fluency, as measured by the DIBELS ORF, was more predictive of reading comprehension, as measured by the ITBS, at the first-grade level than at the third-grade level among male African Americans in urban public schools. Despite the fact limitations surrounding the study exist, schools may want to consider using DIBELS as a research-based screener needed to assist with early intervention and personalized plans needed to ensure high quality reading instruction for all students.