Influences from Working Memory, Word and Sentence Reading on Passage Comprehension and Teacher Ratings

Autor/inn/en	Kirschmann, Nicole; Lenhard, Wolfgang; Suggate, Sebastian
Titel	Influences from Working Memory, Word and Sentence Reading on Passage Comprehension and Teacher Ratings
Quelle	In: Journal of Research in Reading, 44 (2021) 4, S.817-836 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kirschmann, Nicole) ORCID (Lenhard, Wolfgang) ORCID (Suggate, Sebastian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12373
Schlagwörter	Short Term Memory; Reading Comprehension; Reading Fluency; Word Recognition; Reading Skills; Sentences; Elementary School Students; Student Evaluation; Foreign Countries; Self Concept; Germany + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Leseverstehen; Worterkennung; Reading skill; Lesefertigkeit; Sentence analysis; Satzanalyse; Schulnote; Studentische Bewertung; Ausland; Selbstkonzept; Deutschland
Abstract	Reading fluency is a major determinant of reading comprehension but depends on moderating factors such as auditory working memory (AWM), word recognition and sentence reading skills. We investigated how word and sentence reading skills relate to reading comprehension differentially across the first 6 years of schooling and tested which reading variable best predicted teacher judgements. We conducted our research in a rather transparent language, namely, German, drawing on two different data sets. The first was derived from the normative sample of a reading comprehension test (ELFE-II), including 2056 first to sixth graders with readings tests at the word, sentence and text level. The second sample included 114 students from second to fourth grade. The latter completed a series of tests that measured word and sentence reading fluency, pseudoword reading, AWM, reading comprehension, self-concept and teacher ratings. We analysed the data via hierarchical regression analyses to predict reading comprehension and teacher judgements. The impact of reading fluency was strongest in second and third grade, afterwards superseded by sentence comprehension. AWM significantly contributed to reading comprehension independently of reading fluency, whereas basic decoding skills disappeared after considering fluency. Students' AWM and reading comprehension predicted teacher judgements on reading fluency. Reading comprehension judgements depended both on the students' self-concept and reading comprehension. Our results underline that the role of word reading accuracy for reading comprehension quickly diminishes during elementary school and that teachers base their assessments mainly on the current reading comprehension skill. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01