Differences in the Components and Relations of a Multidimensional Model of Reading Comprehension in Low and Average 8-to 11-Year-Old French Readers (original) (raw)

The study investigates the multidimensional model of reading comprehension among French readers aged 8 to 11 years, emphasizing the contributions of decoding, fluency, and oral language skills. A structural model was tested to assess the relationships among these components and their impact on reading comprehension, particularly contrasting low and average achievers. Results indicate significant variations in skill contributions, highlighting the importance of text reading fluency as an independent construct influencing comprehension.