Does it matter if some learners read slowly? Exploring relationships between reading comprehension and oral reading fluency

Background: Although Zimbabwe has performed quite well on Grade 6 SACMEQ literacy assessments compared to other African countries, reading levels are generally low and there is little research on reading literacy in Zimbabwean primary schools. Aim: Grade 3 and 4 learners’ reading comprehension (RC), accuracy and speed in oral reading fluency (ORF) were assessed to examine more closely the relationship between these aspects of reading development. Setting: Data were obtained from Grade 3 and 4 learners from four different primary schools within Gweru urban district in Zimbabwe. Methods: A RC test was administered to 374 learners across the two grades, and ORF data were obtained from a subsample of 72 learners. Data were analysed using descriptive and inferential statistics. Results: The learners’ RC performance was generally poor (41%–45%) across the grades and the four schools, showing much variation within and across grades. Oral reading fluency results were equally varied in terms of accuracy and speed. There was no significant difference in mean learner performance in RC and ORF between Grades 3 and 4, indicating little growth in reading from one grade to the next. However, the results showed robust correlations between ORF accuracy, ORF speed and RC. Conclusion: Given the robust relationship between ORF accuracy, ORF speed and RC, there is need for reading literacy instruction to attend to all these aspects of reading development and to assess them early and systematically so as to provide appropriate interventions for early remediation and to ensure growth in reading from one grade to the next. Contribution: This article contributes to the small but growing body of research on oral reading fluency and its relationship to reading comprehension in African primary schools.