Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?

Autor/inn/en	Kim, Young-Suk; Park, Chea Hyeong; Wagner, Richard K.
Titel	Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 27 (2014) 1, S.79-99 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-013-9434-7
Schlagwörter	Oral Reading; Reading Fluency; Foreign Countries; Listening Comprehension; Elementary School Students; Correlation; Kindergarten; Grade 1; Korean; Structural Equation Models; Task Analysis; South Korea + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Ausland; Hörverständnis; Korrelation; School year 01; 1. Schuljahr; Schuljahr 01; Koreanisch; Aufgabenanalyse; Korea; Republik
Abstract	In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency was a dissociable construct from word reading fluency for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text reading fluency for first graders, but not for kindergartners, over and above word reading fluency. In addition, text reading fluency was uniquely related to reading comprehension for kindergartners, but not for first graders, after accounting for word reading fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for reading comprehension component skills including text reading fluency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10