Development of Silent Reading Fluency and Reading Comprehension across Grades 1 to 9: Unidirectional or Bidirectional Effects between the Two Skills?

Autor/inn/en	Psyridou, Maria; Tolvanen, Asko; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Torppa, Minna
Titel	Development of Silent Reading Fluency and Reading Comprehension across Grades 1 to 9: Unidirectional or Bidirectional Effects between the Two Skills?
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 8, S.1969-1996 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Psyridou, Maria) ORCID (Tolvanen, Asko) ORCID (Niemi, Pekka) ORCID (Lerkkanen, Marja-Kristiina) ORCID (Poikkeus, Anna-Maija) ORCID (Torppa, Minna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10371-6
Schlagwörter	Silent Reading; Reading Fluency; Reading Comprehension; Elementary School Students; Middle School Students; Reading Skills; Correlation + Suchen Sie Ihr Suchwort? Stilles Lesen; Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Reading skill; Lesefertigkeit; Korrelation
Abstract	Purpose: This study examines the developmental interplay between silent reading fluency and reading comprehension from Grade 1 to Grade 9 (age 7 to 15) in a large Finnish sample (N = 2,518). Of particular interest was whether the associations are bidirectional or unidirectional. Methods: Children's silent reading fluency and reading comprehension skills were assessed using group-administered tests, at seven time points, in Grades 1, 2, 3, 4, 6, 7, and 9. A random intercept cross-lagged panel model with latent factors was used to identify between- and within-person associations between silent reading fluency and reading comprehension. The use of latent factors allowed for the controlling of measurement error. Results: The model showed that silent reading fluency and reading comprehension correlated at the between-person level, indicating that those who were proficient in one reading skill were typically good at the other also. At the within-person level, however, only some developmental associations emerged: in the early reading acquisition phase (Grade 1-2), silent reading fluency predicted reading comprehension, and in adolescence, reading comprehension weakly predicted silent reading fluency (Grade 7-9). Conclusions: The results thus suggest only weak developmental within-person associations between silent reading fluency and comprehension, although some unidirectional associations emerged with a change in the direction of the associations over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01