Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Irene Cadime , Tânia Freitas , María Teresa Martín-Aragoneses , Iolanda Ribeiro
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引用次数: 0

Abstract

Research has consistently revealed the existence of an interconnection between reading comprehension, word reading, reading fluency, vocabulary and rapid naming. The main goal of this study was to explore the possible mediating role of reading fluency in the relationship between reading comprehension and the remaining skills, and to test whether the magnitude of these relationships was similar across different years of schooling. For this purpose, a longitudinal study with two assessment time points was carried out in a sample of 2nd and 3rd graders who were learning to read in European Portuguese, an intermediate-depth orthography. The results evidenced that reading fluency not only directly influences reading comprehension but also plays a mediating role in the relationship between reading comprehension and skills such as word reading and rapid naming. On other hand, the results indicate a unique effect of vocabulary on reading comprehension. Taken together, these results have important implications for educational practice, suggesting that explicit intervention in reading should include both the teaching and training in reading fluency and the construction of a richer lexical repertoire.

阅读流畅性是否能调节认知语言技能与阅读理解之间的关系?欧洲葡萄牙语研究
研究表明,阅读理解、单词阅读、阅读流利性、词汇量和快速命名之间存在着相互联系。本研究的主要目的是探讨阅读流畅性在阅读理解与其余技能之间的关系中可能起到的中介作用,并检验这些关系的程度在不同的学年是否相似。为此,研究人员对二年级和三年级的学生进行了一项纵向研究,对他们进行了两个时间点的评估,这些学生正在学习用欧洲葡萄牙语进行阅读,这是一种中等深度的正字法。结果表明,阅读流畅性不仅直接影响阅读理解能力,而且在阅读理解能力与单词阅读和快速命名等技能之间的关系中起着中介作用。另一方面,研究结果表明词汇对阅读理解有独特的影响。综上所述,这些结果对教育实践具有重要的启示意义,表明对阅读的明确干预应包括阅读流利性的教学和训练,以及构建更丰富的词汇库。
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来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
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