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Developmental, Component-Based Model of Reading Fluency

Title: Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word Reading Fluency, Text Reading Fluency, and Reading Comprehension.
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Name(s): Kim, Young-Suk, author
Type of Resource: text
Genre: Text
Date Issued: 2015-04-12
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity) – how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text reading fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text reading fluency vs. word reading fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text reading fluency vs. reading comprehension. These questions were addressed using longitudinal data (two time points; Mean age = 5;24 & 6;08) from Korean-speaking children (N = 143). Results showed that listening comprehension was related to text reading fluency at time 2, but not at time 1. At both times text reading fluency was related to reading comprehension, and reading comprehension was related to text reading fluency over and above word reading fluency and listening comprehension. Orthographic awareness was related to text reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and grammatical knowledge were independently related to text reading fluency and reading comprehension whereas theory of mind was related to reading comprehension, but not text reading fluency. These results reveal developmental nature of relations and mechanism of text reading fluency in reading development
Identifier: FSU_libsubv1_scholarship_submission_1460568182 (IID), 10.1002/rrq.107 (DOI)
Keywords: Word reading fluency (efficiency), Listening Comprehension, Oral reading fluency (automaticity), Text reading fluency (efficiency or automaticity), Reading comprehension
Preferred Citation: Kim, Y.-S. G. (2015). Developmental, component-based model of reading fluency: An investigation of word reading fluency, text reading fluency, and reading comprehension. Reading Research Quarterly, 50, 459–481.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1460568182
Owner Institution: FSU
Is Part Of: Reading Research Quarterly.
Issue: iss. 4, vol. 50

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Kim, Y. -S. (2015). Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word Reading Fluency, Text Reading Fluency, and Reading Comprehension. Reading Research Quarterly. Retrieved from http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1460568182