While the relationship between oral reading fluency (ORF) and reading comprehension is well established, existing research has examined this association primarily in first-language reading contexts or through majority–minority language comparisons, with limited attention to variation across home-language groups in linguistically diverse classrooms where learners’ familiarity with the medium of instruction (MoI) differs. This quantitative, cross-sectional study investigates English ORF and reading comprehension among middle-stage (Grades 6–8) learners in 12 tea-garden schools—an under-researched educational context—in Assam, a Northeastern state of India. In these schools, Assamese, the MoI, is not the first language for most learners. Data were collected from 238 students, categorized into four home-language groups: Assamese, Bagania, Assamese & another language, and speakers of distinct minority languages with limited familiarity with Assamese. English ORF was individually assessed using a grade-appropriate task adapted from DIBELS, whereas English reading comprehension was assessed through individually completed tasks (multiple-choice items, sequencing, matching ideas, and poster reading) administered simultaneously in groups, with final scores converted into percentage means. Data were analyzed using descriptive and comparative statistics to examine patterns across grades and home-language groups. The findings reveal a strong positive relationship between ORF and reading comprehension across grades and language groups, though with varying strength. Mean levels of both ORF and comprehension differ across language groups, with higher average performance observed among learners more familiar with the MoI. Overall, the findings underscore the need for linguistically responsive reading instruction and assessment practices, particularly for learners less familiar with the MoI.

Authors:
Archita Gogoi, Gauhati University, India

About the Presenter(s)
Archita Gogoi is a PhD student in the Department of English Language Teaching, Gauhati University, Guwahati, Assam, India. Her research explores English reading pedagogy in linguistically diverse classrooms where maximum of the learners are least familiar with the medium of instruction.

Connect on Linkedin
https://www.linkedin.com/in/archita-gogoi-49b247207/

Connect on ResearchGate
https://www.researchgate.net/profile/Archita-Gogoi-3

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