Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of Its Mediating Role for Children from Grades 1 to 4

Autor/inn/en	Kim, Young-Suk Grace; Wagner, Richard K.
Titel	Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of Its Mediating Role for Children from Grades 1 to 4
Quelle	19 (2015) 3, S.224-242 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2015.1007375
Schlagwörter	Reading Fluency; Word Recognition; Listening Skills; Reading Comprehension; Listening Comprehension; Longitudinal Studies; Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 4; Oral Reading; Structural Equation Models; Correlation; Statistical Analysis; Factor Analysis; Emergent Literacy; Reading Tests; Achievement Tests; Florida; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Johnson Tests of Achievement; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Worterkennung; Leseverstehen; Hörverständnis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Korrelation; Statistische Analyse; Faktorenanalyse; Frühleseunterricht; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4 and employing structural equation models. Results showed that the role of text reading fluency changes over time as children's reading proficiency develops. In the beginning phase of reading development (Grade 1), text reading fluency was not independently related to reading comprehension over and above word reading fluency and listening comprehension. In Grades 2 to 4, however, text reading fluency completely mediated the relation between word reading fluency and reading comprehension, whereas it partially mediated the relation between listening comprehension and reading comprehension. These results suggest that text reading fluency is a dissociable construct that plays a developmentally changing role in reading acquisition. [This article was published in "Scientific Studies of Reading," (EJ1055944).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01