An Emergent Interaction between Reading Fluency and Vocabulary in the Prediction of Reading Comprehension among French Immersion Elementary Students

Autor/inn/en	Lee, Kathleen; Chen, Xi
Titel	An Emergent Interaction between Reading Fluency and Vocabulary in the Prediction of Reading Comprehension among French Immersion Elementary Students
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 32 (2019) 7, S.1657-1679 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Kathleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-018-9920-z
Schlagwörter	Reading Fluency; Vocabulary Development; Prediction; Reading Comprehension; Phonological Awareness; French; Immersion Programs; Second Language Learning; Second Language Instruction; Grade 2; Grade 3; Elementary School Students; Naming; Accuracy; Reading Skills; Reading Tests; English; Native Language; Age Differences; Correlation; FLES + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Vorhersage; Leseverstehen; Französisch; Immersionsprogramm; Zweitsprachenerwerb; Fremdsprachenunterricht; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Reading skill; Lesefertigkeit; Lesetest; English language; Englisch; Age; Difference; Age difference; Altersunterschied; Korrelation
Abstract	This study investigated an emergent interaction between word reading fluency and vocabulary knowledge in the prediction of reading comprehension among French immersion students in Grades 2 and 3. A group of 66 students were tested on measures of phonological awareness, rapid automatized naming, word reading accuracy, vocabulary, word reading fluency and reading comprehension in English and French at both time points. Hierarchical regression analyses were conducted to examine whether vocabulary and word reading fluency interact in predicting English and French reading comprehension. Regressions were constructed for each language and grade separately. Results showed that in Grade 2, word reading fluency and vocabulary contributed independently to reading comprehension, though an interaction between these variables was not observed in either language. By Grade 3, an interaction between these constructs emerged and was shown to predict reading comprehension in both English and French. Specifically, vocabulary was positively related to reading comprehension among students with moderate to high levels of fluency, while vocabulary did not uniquely contribute to reading comprehension among those who were less fluent. The emergence of an interaction in Grade 3 suggests that as students' reading skills become more proficient, reading comprehension outcomes are better explained by taking into account the interaction between reading fluency and vocabulary knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01