Visuospatial Working Memory and the Hybrid Reading Fluency Measure

Autor/in	Bazan, Bartolo
Titel	Visuospatial Working Memory and the Hybrid Reading Fluency Measure
Quelle	In: Reading in a Foreign Language, 33 (2021) 2, S.141-167 (27 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Spatial Ability; Short Term Memory; Reading Fluency; Reading Rate; Reading Comprehension; Individual Differences; Test Construction; Test Validity; Reading Tests; Junior High School Students; Adolescents; Foreign Countries; Difficulty Level; Japan + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Kurzzeitgedächtnis; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseverstehen; Individueller Unterschied; Testaufbau; Testvalidität; Lesetest; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Schwierigkeitsgrad
Abstract	In this study, I sought to investigate whether visuospatial working memory (VWM) explains individual differences in reading fluency growth. One hundred and thirty Japanese junior and senior high school students were administered the Mr. Peanut and reversed Corsi tasks, respectively as measures of VWM, followed by three waves of reading fluency assessment. To assess reading fluency, a novel reading fluency measure was constructed by combining the participants' comprehension scores with their reading speeds into a single measure using many-facet Rasch measurement. Latent growth curve analyses revealed that VWM significantly predicted variation in the individual growth trajectories at the initial status but did not significantly predict rate of change. Results of Rasch analyses indicated that the novel reading comprehension-speed measure assessed a unidimensional construct, thus suggesting that the construction of this measure is both a practical and valid approach to estimating reading fluency as well as reading passage difficulty. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01