The simple view of reading in 4th grade grade students from a public school in Quito (original) (raw)
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A predictive study of reading comprehension in third-grade Spanish students
Background: The study of the contribution of language and cognitive skills to reading comprehension is an important goal of current reading research. However, reading comprehension is not easily assessed by a single instrument, as different comprehension tests vary in the type of tasks used and in the cognitive demands required. Method: This study examines the contribution of basic language and cognitive skills (decoding, word recognition, reading speed, verbal and nonverbal intelligence and working memory) to reading comprehension, assessed by two tests utilizing various tasks that require different skill sets in third-grade Spanishspeaking students. Results: Linguistic and cognitive abilities predicted reading comprehension. A measure of reading speed (the reading time of pseudo-words) was the best predictor of reading comprehension when assessed by the PROLEC-R test. However, measures of word recognition (the orthographic choice task) and verbal working memory were the best predictors of reading comprehension when assessed by means of the DARC test. Conclusion: These results show, on the one hand, that reading speed and word recognition are better predictors of Spanish language comprehension than reading accuracy. On the other, the reading comprehension test applied here serves as a critical variable when analyzing and interpreting results regarding this topic.
The role of text characteristics in the reading comprehension of primary school children in Spanish
REVISTA IBEROAMERICANA DE PSICOLOGÍA Y SALUD, 2022
During the early grades of primary school, texts are mainly narrative and focus on technical aspects such as decoding words and understanding simple syntax. However, from 4th grade onwards, texts become increasingly more difficult and expository texts become the main source of knowledge from which children will have to extract and learn new information while creating their mental model. This article examined the influences of two main text characteristics: text genre and level of representation (text base and mental model), in the reading comprehension scores of 313 Spanish primary school children aged 8 to 11 to study the relationship between these variables as well as the differences between grades. Comprehension of each text genre was assessed through a validated multiple-choice questionnaire and each variable was compared through a series of correlational methods, such as Pearson's correlation, Spearman's rho and ANOVAs. The results showed that all grades obtained significant higher scores on the text base than the mental model but only the expository texts exhibited better results when passing from 4 th to 5 th and 6 th grade. This study provides findings that may contribute to the topic of literacy education during primary school.
Learning and Individual Differences, 2012
We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as for skilled and less skilled word readers. Results showed that word reading automaticity was strongly related to oral and silent reading fluency, but oral language skill was not. This was the case not only for the entire sample but also for subsamples of skilled and less skilled word readers, which is a discrepant finding from a study with English-only children . With regard to the relations among L2 oral language, text reading fluency, word reading automaticity, reading comprehension, and L1 literacy skills, patterns of relations were similar for skilled versus less skilled word readers with oral reading fluency, but different with silent reading fluency. When oral and silent reading fluency were in the model simultaneously, oral reading fluency, but not silent reading fluency, was uniquely related to reading comprehension. Children's L1 literacy skill was not uniquely related to reading comprehension after accounting for other L2 language and literacy skills. These results are discussed in light of a developmental theory of text reading fluency.
Frontiers in Education
The Simple View of Reading (SVR) proposes that reading comprehension depends on two general processes –language comprehension and word recognition– and that the contribution of these known processes to reading comprehension varies in time. Specifically, the contribution of word recognition decreases, and the contribution of language comprehension increases with student progress. The purpose of this study was to test the SVR in a large sample of 4,750 Dominican public-school students from second (n = 2,399) and fourth grade (2,351) and determine the contribution of phonological awareness within the SVR. The study found that word recognition and language comprehension explained 80% of the variance in reading comprehension regardless of grade. A quantile regression showed that, as reading comprehension progresses, language comprehension’s predictive power increases, and word recognition’s predictive power decreases. A structural equation model conducted on each grade separately showed ...
Reading Rate and Reading Comprehension among Grade Three Students
In many years of improving the quality of education many researchers mainly focused on how to facilitate student learning process. The interest of other researches was on reading fluency of students as one of the key to be good reader and a requirement for a very good reading comprehension. This research on oral and silent reading fluency among third grade students used the correlational method a kind of research that is not experimental procedures in a quantitative research. The respondents were the students at Darong Elementary School, Sta. Cruz davao del sur. Result show, that reading rate of the students are higher in silent reading as compare to the oral reading. In addition, reading comprehension, silent reading is got higher average compared to the oral reading comprehension of the students.
Achievement Abstract This study investigates the reading achievement of 69 Portuguese fourth graders on national (NA) and international (PIRLS) assessments and its relation to reading skills in the following areas: phonological awareness, word recognition, fluency, accuracy, and types of oral reading errors. Data analysis was conducted using regression and t-tests for dependent samples. Results indicate that in the NA reading accuracy and vocabulary knowledge predict reading comprehension. In PIRLS, vocabulary knowledge and non-meaning changing errors explain the variance in reading scores. Performance in the NA was significantly higher than in PIRLS and, in this test, students scored significantly lower on questions that require interpreting and evaluating text than on literal questions. Differences in test design and implications for monitoring educational outcomes are discussed.
Reading and Writing, 2012
This study investigated predictors of word reading and reading comprehension skills using longitudinal data from Spanish-speaking kindergartners (N = 163) and first grade students (N = 305) from high SES families in Chile. Individual differences in letter-naming fluency and phonemic segmentation fluency, but not vocabulary, were positive predictors of word reading, over time, for kindergartners. Furthermore, kindergartners with higher letter-naming fluency and phonemic segmentation fluency had a faster rate of change in word reading over time. For first graders' reading comprehension, word reading, nonsense word fluency, and vocabulary were positively and uniquely related. However, the rate of change in the reading comprehension outcome differed over time by children's level of vocabulary, nonsense word fluency, and word reading. These results suggest that code-related skills are important for word reading, but vocabulary might not have a direct, unique relation with word reading in a transparent orthography. In addition, phonological decoding fluency appears to contribute to reading comprehension even over and above word reading accuracy in Spanish.
Journal of Research in Reading, 2019
Background: Detecting reading comprehension difficulties is challenging because many factors are involved in comprehension ability. Various reading comprehension tests can be used to detect difficulties but often do not yield the same results. Method: Our aim was to analyse the agreement between three commonly used standardised reading comprehension tests (ECOMPLEC, ACL and PROLEC-R) in the detection of reading comprehension difficulties in Spanish. A total of 139 children (72 fifth graders and 67 sixth graders) at the same public-sector school participated in this study. The three reading comprehension tests were administered, together with word and nonword reading, vocabulary and nonverbal intelligence measures. Results: Modest intercorrelations among the tests were found. The consistency of classification for each reading profile across the three reading comprehension tests was low. The results show different reading comprehension profiles depending on the test used. Conclusions: It is important to use more than one instrument to diagnose reading comprehension difficulties, due to the complexity involved. Furthermore, knowledge of the characteristics of each reading comprehension test is essential to the choice of test. The educational implications of children being wrongly diagnosed are discussed.
Frontiers in psychology, 2017
Studies have suggested that reading speed (RS) or fluency should be a component of reading comprehension (RC) models. There is also evidence of a relationship between RS and RC. However, some questions remain to be explored, as the changes in such a relationship may be a function of development. In addition, while there are studies published with English speakers and learners, less evidence exists in more transparent orthographies, such as Portuguese. This study investigated the relationship between RC and RS in typical readers. Objectives included elucidating the following: (1) the contribution of RS to RC controlling for intelligence, word recognition, and listening and (2) the differential relationships and contributions of RS to comprehension in different school grades. The sample of participants comprised 212 students (M = 8.76; SD = 1.06) from 2nd to 4th grade. We assessed intelligence, word recognition, word RS, listening, and RC. Performance in all tests increased as a funct...
In the current research, we aimed to explore the relations between reading comprehension and reading fluency and their connections with each other as an indicator and a predictor. For this overall aim, a total of 100 students from the seventh-grade level were enrolled. This research took place in fall semester, 2015, in Turkey's Denizli province. The participants from all grade levels were willing and available to take part in the present study. Informed consent letters were obtained from all of the participants and their parents or guardians. The participants were relatively homogenous and of middle socioeconomic (SES) status. They ranged in age from 13 through 15 years. For the measures of fluency, components were taken from students' oral reading of the same texts including narrative and expository according to grade levels. After then, the students' reading comprehension levels were assessed. Every comprehension test for the grade levels included a narrative text and an expository text, and 12 questions were prepared for every text, six of which were literal and another five of which were inferential. The path analyses were used to identify the relations between reading fluency and reading comprehension. According to the results of the research, some recommendations were given.