What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation
Bibliographic Data
| ID | 9794872 |
|---|---|
| Authors | Young‐suk Grace Kim (0000-0002-4328-3843, University of California, Irvine, corresponding author), Joseph M Quinn (0000-0001-8159-4565, Florida State University), Yaacov Petscher (0000-0001-8858-3498, Florida State University) |
| Year | 2021 |
| Volume | 57 |
| Issue | 5 |
| Pages | 718-732 |
| Publication date | 2021-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/dev0001167 |
| PMID | 34166017 |
| OpenAlex | W3176069758 |
| Language | EN |
| Citations received | 22 |
| References cited | 8 |
Text reading fluency refers to the ability to read connected texts with accuracy, speed, and expression (prosody), and has garnered substantial attention as an important skill for reading comprehension. However, two fundamental questions remain-the dimensionality of text reading fluency including text reading efficiency (accuracy and speed) and reading prosody, and the directionality of the relation between text reading fluency and reading comprehension. These questions were addressed using longitudinal data from Grade 1 ( M age = 6.36 years) to Grade 3 ( M age = 8.34 years). Majority of children were White (approximately 60%) and African American (26%) with 39% to 52% from low-SES backgrounds, depending on the grade. Text reading fluency, word reading, listening comprehension, and reading comprehension were measured. Results from confirmatory factor analysis revealed that text reading fluency is a multidimensional construct with a trifactor structure, which has a general factor that captures common ability across text reading efficiency and reading prosody as well as local and specific factors that are unique beyond the general factor. However, the general factor was the most reliable factor, whereas local and specific factors were not reliable. The directionality of the relation between text reading fluency and reading comprehension was addressed by examining two competing structural equation models-text-reading-fluency-as-a-predictor/mediator model and text-reading-fluency-as-an-outcome model-and data supported the former. These results indicate that text reading fluency is a multidimensional construct, and it acts as a predictor, mediating the relations of word reading and listening comprehension to reading comprehension. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
Cognitive psychology · Comprehension · Fluency · Linguistics · Mathematics education · Phonological awareness · Prosody · Reading (process · Reading comprehension · Structural equation modeling · Child Development and Digital Technology · Computer Science · Educational Methods and Media Use · Psychology · Reading and Literacy Development
Conceptualizing and modeling the bridging role of reading fluency between decoding and reading comprehension in L1 research
Using the reading sciences and technology for teaching and learning in the Global South
The reading process in bilingual and monolingual children
Language and reading
The impact of text reading fluency on reading comprehension in a consistent orthography through longitudinal observation of Korean 1st and 2nd graders
Developmental shifts in the role of reading fluency
Differential pathways from reading motivation to reading comprehension in Turkish, a highly transparent orthography
Longitudinal contributions of morphological awareness, listening comprehension, and gains in word reading fluency to later word- and text-reading fluency
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Predictors of reading comprehension in autistic primary school students
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A preliminary evaluation of positive self‐review as an oral reading fluency intervention
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Reading skill profiles of dysfluent readers in grades 2 and 3
The Effects of Repeated Reading Interventions on the Oral Reading Fluency of Middle School Students With Reading Difficulties and Disabilities
The development of real-time spoken and written word recognition derives from changes in ability, not maturation
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The Relationships of Oral Reading Fluency at Word, Sentence, and Passage Levels and Reading Comprehension in Chinese
Do Spelling and Vocabulary Improve Classification Accuracy of Children's Reading Difficulties Over and Above Word Reading
Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade
The Rediscovery of Bifactor Measurement Models
Developmental, Component-Based Model of Reading Fluency
A Longitudinal Study of the Development of Reading Prosody as a Dimension of Oral Reading Fluency in Early Elementary School Children
Text reading speed in a language with a shallow orthography benefits less from comprehension as reading ability matures
Foundation literacy acquisition in European orthographies
The role of speech prosody and text reading prosody in children's reading comprehension
Intraclass correlations
| Unique citing works | 22 |
|---|---|
| Citations per year | 5,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 22 |