Dynamic relationships between text reading fluency and reading comprehension across three stages of reading development in Chinese children: A longitudinal cross-lagged study
Ying Zhao , Xinchun Wu , Peng Sun , Hongjun Chen , Haolan Wang
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引用次数: 0
Abstract
Background
The impact of text reading fluency on reading comprehension has been extensively studied. However, a consensus on the direction of their relationship is lacking, which may be compounded by the nature of this relationship that continues to evolve during the course of reading development.
Aims
This study aimed to examine the relationship between text reading fluency and reading comprehension, focusing on whether the pattern of this relationship varies across different reading development stages.
Sample
A total of 416 elementary school students in China were selected as participants.
Methods
Assessments were conducted twice at a 6-month interval for children studying in grades 2, 4, and 6. The cross-lagged panel model was constructed to explore the dynamic relationship between text reading fluency and reading comprehension. Non-verbal intelligence, decoding, vocabulary knowledge, word-reading fluency, and the auto-regressive effects of text reading fluency and reading comprehension were strictly controlled.
Results
The results showed that for children in grade 2, the longitudinal effects between text reading fluency and reading comprehension were not significant. In 4th-grade children, text reading fluency in the first semester was found to be a significant positive predictor of reading comprehension in the next semester, whereas for children in grade 6, reading comprehension in the first semester significantly predicted text reading fluency in the next semester.
Conclusions
The results suggested that the nature of the relationship between text reading fluency and reading comprehension is dynamic and complex, varying as a function of grade or the reading development stage.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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