Sources of Individual Differences in Reading Comprehension and Reading Fluency.

• Joseph R. Jenkins ^[1] ; Lynn S. Fuchs ^[2] ; Paul van den Broek ^[3] ; Christine Espin ^[3] ; Stanley L. Deno ^[4]
  1. [1] University of Washington

     University of Washington

     Estados Unidos

     
  2. [2] Vanderbilt University

     Vanderbilt University

     Estados Unidos

     
  3. [3] Leiden University

     Leiden University

     Países Bajos

     
  4. [4] University of Minnesota

     University of Minnesota

     City of Minneapolis, Estados Unidos

     

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• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 4, 2003, págs. 719-729
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.4.719
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• Dialnet Métricas: 8 Citas
• Resumen

  • This study examined the common and distinct contributions of context-free and context reading skill to reading comprehension and the contributions of context-free reading skill and reading comprehension to context fluency. The 113 4th-grade participants were measured in reading comprehension, read aloud a folktale, and read aloud the folktale's words in a random list. Fluency was scaled as speed (words read correctly in 1 min) and time (seconds per correct word). Relative to list fluency, context fluency was a stronger predictor of comprehension. List fluency and comprehension each uniquely predicted context fluency, but their relative contributions depended on how fluency was scaled (time or speed). Results support the conclusion that word level processes contribute relatively more to fluency at lower levels while comprehension contributes relatively more at higher levels. (PsycINFO Database Record (c) 2016 APA, all rights reserved)