Reading development in European Portuguese: relationships between oral reading fluency, vocabulary and reading comprehension

被引:32
|
作者
Fernandes, Sandra [1 ]
Querido, Luis [1 ]
Verhaeghe, Arlette [1 ]
Marques, Catarina [2 ]
Araujo, Luisa [3 ]
机构
[1] Univ Lisbon, Fac Psicol, Alameda Univ, P-1649013 Lisbon, Portugal
[2] ISCTE Inst Univ Lisboa, Ave Forcas Armadas,Edificio 2, P-1649026 Lisbon, Portugal
[3] Inst Super Educ & Ciencias, Alameda Linhas de Torres 179, P-1750142 Lisbon, Portugal
关键词
Decoding; Oral reading fluency; Vocabulary; Reading comprehension; Path analysis; SIMPLE VIEW; INDIVIDUAL-DIFFERENCES; WORD RECOGNITION; SKILLS; TRANSPARENT; ACQUISITION; COMPONENTS; CHILDREN; BRIDGE;
D O I
10.1007/s11145-017-9763-z
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study investigated direct and indirect effects between oral reading fluency, vocabulary and reading comprehension across reading development in European Portuguese. Participants were 329 children attending basic education, from grade 1 to grade 6. The results of path analyses showed that text reading fluency is much more dependent on the foundational skills of word recognition than reading comprehension, and the later, in turn, depends crucially on the specific constituent skill of text reading fluency. Text reading fluency has a significant influence on vocabulary from the beginning, but vocabulary contributed to reading comprehension only in more advanced grades. These results, obtained with an orthography of intermediate depth, are in line with the Simple View of Reading (SVR). However, they also highlight the importance of textual cues-besides the pivotal role of decoding-from the beginning of learning to read, which must be taken into account in the SVR.
引用
收藏
页码:1987 / 2007
页数:21
相关论文
共 50 条
  • [21] Children's reading comprehension and oral reading fluency in easy text
    Spear-Swerling, L
    READING AND WRITING, 2006, 19 (02) : 199 - 220
  • [22] Extending Research on Oral Reading Fluency Measures, Reading Speed, and Comprehension
    Megan Schall
    Christopher H. Skinner
    Samantha Cazzell
    Dennis Ciancio
    Jonah Ruddy
    Kelly Thompson
    Contemporary School Psychology, 2016, 20 (3) : 262 - 269
  • [23] Children’s Reading Comprehension and Oral Reading Fluency in Easy Text
    Louise Spear-Swerling
    Reading and Writing, 2006, 19 : 199 - 220
  • [24] Oral reading fluency and comprehension in Kenya: reading acquisition in a multilingual environment
    Piper, Benjamin
    Schroeder, Leila
    Trudell, Barbara
    JOURNAL OF RESEARCH IN READING, 2016, 39 (02) : 133 - 152
  • [25] Effects of guided oral reading interventions on reading fluency, comprehension, vocabulary, and reading attitude of poor readers in grades 2 through 4
    Blok, H.
    Oostdam, R.
    Boendermaker, C.
    PEDAGOGISCHE STUDIEN, 2012, 89 (02): : 88 - 103
  • [26] Measure Fluency, Vocabulary, and Comprehension in International Reading Efforts
    Dowd, Amy Jo
    Bartlett, Lesley
    Khamis-Dakwar, Reem
    Froud, Karen
    COMPARATIVE EDUCATION REVIEW, 2020, 64 (02) : 309 - 315
  • [27] Students' extracurricular reading behavior and the development of vocabulary and reading comprehension
    Pfost, Maximilian
    Doerfler, Tobias
    Artelt, Cordula
    LEARNING AND INDIVIDUAL DIFFERENCES, 2013, 26 : 89 - 102
  • [28] Acoustic Features of Oral Reading Prosody and the Relation With Reading Fluency and Reading Comprehension in Taiwanese Children
    Chung, Wei-Lun
    Bidelman, Gavin M.
    JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH, 2022, 65 (01): : 334 - 343
  • [29] The relationship between race, income, and oral reading fluency and performance on two reading comprehension measures
    Hixson, MD
    McGlinchey, MT
    JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 2004, 22 (04) : 351 - 364
  • [30] The Relationship Between Different Measures of Oral Reading Fluency and Reading Comprehension in Second-Grade Students Who Evidence Different Oral Reading Fluency Difficulties
    Wise, Justin C.
    Sevcik, Rose A.
    Morris, Robin D.
    Lovett, Maureen W.
    Wolf, Maryanne
    Kuhn, Melanie
    Meisinger, Beth
    Schwanenflugel, Paula
    LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS, 2010, 41 (03) : 340 - 348