Component Skills of Reading and Their Structural Relations: Evidence from Three Sub-Saharan African Languages with Transparent Orthographies

Autor/inn/en	Kim, Young-Suk Grace; Piper, Benjamin
Titel	Component Skills of Reading and Their Structural Relations: Evidence from Three Sub-Saharan African Languages with Transparent Orthographies
Quelle	In: Journal of Research in Reading, 42 (2019) 2, S.326-348 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Young-Suk Grace) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12271
Schlagwörter	African Languages; Phoneme Grapheme Correspondence; Reading Fluency; Reading Comprehension; Listening Comprehension; Syllables; Oral Reading; Multilingualism; Reading Tests; Grade 2; Elementary School Students; Path Analysis; Correlation; Decoding (Reading); Foreign Countries; Kenya + Suchen Sie Ihr Suchwort? Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Leseverstehen; Hörverständnis; Silbe; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Mehrsprachigkeit; Multilingualismus; Lesetest; School year 02; 2. Schuljahr; Schuljahr 02; Pfadanalyse; Korrelation; Dekodierung; Ausland; Kenia
Abstract	Background: We examined the component skills of reading comprehension (i.e., letter sound knowledge, syllable reading fluency, decoding fluency, text or oral reading fluency and listening comprehension) and their structural relations using data from three sub-Saharan African languages with transparent orthographies in a multilingual context. Methods: Data from Kiswahili (N = 946), Kikamba (N = 444) and Lubukusu (N = 499) reading assessments at the end of Grade 2 in Kenya were analysed using path analyses. Results: The magnitudes of the relations were similar across the three languages with some differences amongst the languages. Total effects (regression weights), accounting for direct "and" indirect effects, varied across the component skills: text reading fluency (0.73 to 0.77), decoding fluency (0.49 to 0.82), letter sound knowledge (0.44 to 0.45), syllable reading fluency (-0.12 to 0.16) and listening comprehension (0.08 to 0.23). Conclusions: The results indicate similar reading mechanisms across the three sub-Saharan languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01