Effects of Reading Comprehension on Passage Fluency in Spanish and English for Second-Language Learners

Autor/inn/en	Baker, Doris Luft; Stoolmiller, Mike; Good, Roland H., III; Baker, Scott K.
Titel	Effects of Reading Comprehension on Passage Fluency in Spanish and English for Second-Language Learners
Quelle	In: School Psychology Review, 40 (2011) 3, S.331-351 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Reading Comprehension; Reading Fluency; Structural Equation Models; School Psychologists; Word Lists; Second Language Learning; Grade 2; Evaluation Methods; English; Reading Instruction; Elementary School Teachers; Foreign Countries + Suchen Sie Ihr Suchwort? Leseverstehen; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Wortliste; Zweitsprachenerwerb; School year 02; 2. Schuljahr; Schuljahr 02; English language; Englisch; Leseunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland
Abstract	We empirically examined the effect of reading comprehension on passage fluency in English and Spanish in the context of Cummins interdependence hypothesis (1979) and Perfetti's blueprint of the General Components of Reading (1999). Participants were 96 second-grade English learners being taught to read in Spanish and English. Measures in both languages were used to assess word reading, passage fluency, and reading comprehension. Results of structural equation modeling (SEM) indicated that (a) Spanish and English passage fluency are both affected by comprehension even after taking word list fluency into account, and (b) the structure of the relation of word reading fluency and reading comprehension to passage fluency appears to be constant across languages. These findings support passage fluency as an indicator of reading proficiency in two alphabetic languages that vary in the transparency of their orthographies. Implications for school psychologists are discussed. (Contains 5 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10