Abstract
The current study aimed to explore the effects of reading fluency on reading comprehension abilities. In doing so, different levels of reading fluency (i.e., word and text level) and different measures of reading fluency (i.e., oral and silent reading fluency) were considered. A total of 31 advanced Korean EFL readers in high schools were opted for, and the data were analyzed with hierarchical and multiple regression analyses. The results showed that oral reading fluency, which includes word and text level reading fluency, did not take up unique variance when silent reading fluency and vocabulary knowledge were taken into consideration. However, these results were mainly attributed to word reading fluency, revealing that text level reading fluency was a significant contributor to reading abilities. To be specific, while both oral and silent text level reading fluency took up additional predictive power when controlling for each other, the predictability of the latter was larger than that of the former. These results imply that for advanced readers, rapid reading of a passage silently as well as orally will positively affect their reading comprehension abilities, while silent text reading fluency has a more crucial role in boosting their reading abilities.
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