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Developmental, Component‐Based Model of Reading Fluency: An Investigation of Predictors of Word‐Reading Fluency, Text‐Reading Fluency, and Reading Comprehension
Author(s) -
Kim YoungSuk Grace
Publication year - 2015
Publication title -
reading research quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.162
H-Index - 90
eISSN - 1936-2722
pISSN - 0034-0553
DOI - 10.1002/rrq.107
Subject(s) - fluency , reading comprehension , reading (process) , vocabulary , psychology , comprehension , linguistics , cognitive psychology , word recognition , literacy , phonological awareness , mathematics education , pedagogy , philosophy
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, reading comprehension) changes over time and how it is different from word‐reading fluency and reading comprehension. The study examined (a) developmentally changing relations among word‐reading fluency, listening comprehension, text‐reading fluency, and reading comprehension; (b) the relation of reading comprehension to text‐reading fluency; (c) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text‐reading fluency versus word‐reading fluency; and (d) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text‐reading fluency versus reading comprehension. These questions were addressed using longitudinal data (two timepoints; mean age = 5 years 2 months and 6 years 1 month, respectively) from young 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 the developmental nature of relations and mechanisms of text‐reading fluency in reading development.