Developmental Relations between Reading Fluency and Reading Comprehension: A Longitudinal Study from Grade 1 to Grade 2

Autor/inn/en	Kim, Young-Suk; Wagner, Richard K.; Lopez, Danielle
Titel	Developmental Relations between Reading Fluency and Reading Comprehension: A Longitudinal Study from Grade 1 to Grade 2
Quelle	In: Journal of Experimental Child Psychology, 113 (2012) 1, S.93-111 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2012.03.002
Schlagwörter	Reading Comprehension; Listening Comprehension; Silent Reading; Reading Fluency; Grade 2; Reading Skills; Grade 1; Accounting; Longitudinal Studies; Correlation; Child Development; Age Differences + Suchen Sie Ihr Suchwort? Leseverstehen; Hörverständnis; Stilles Lesen; School year 02; 2. Schuljahr; Schuljahr 02; Reading skill; Lesefertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Abrechnung; Buchführung; Buchhaltung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Kindesentwicklung; Age; Difference; Age difference; Altersunterschied
Abstract	From a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children's reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first and second graders. Results showed that list reading fluency was uniquely related to reading comprehension in Grade 1, but not in Grade 2, after accounting for text reading fluency (oral or silent) and listening comprehension. In contrast, text reading fluency was uniquely related to reading comprehension in Grade 2, but not in Grade 1, after accounting for list reading fluency and listening comprehension. When oral reading fluency and silent reading fluency were compared, oral reading fluency was uniquely related to reading comprehension after accounting for silent reading fluency in Grade 1, whereas silent reading fluency was uniquely related to reading comprehension after accounting for oral reading fluency in Grade 2. (Contains 6 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10