Decoding, Fluency and Reading Comprehension: Examining the Nature of Their Relationships in a Large-Scale Study with First Graders

Autor/inn/en	Ecalle, Jean; Dujardin, Emilie; Gomes, Christophe; Cros, Laurent; Magnan, Annie
Titel	Decoding, Fluency and Reading Comprehension: Examining the Nature of Their Relationships in a Large-Scale Study with First Graders
Quelle	In: Reading & Writing Quarterly, 37 (2021) 5, S.444-461 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2020.1846007
Schlagwörter	Decoding (Reading); Reading Comprehension; Reading Fluency; Correlation; Grade 1; Elementary School Students; Young Children; Reading Rate; Scores; Emergent Literacy; Reading Tests; Curriculum Based Assessment; Phonemic Awareness; Vocabulary Development; Listening Comprehension; Foreign Countries; France; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); easyCBM + Suchen Sie Ihr Suchwort? Dekodierung; Leseverstehen; Korrelation; School year 01; 1. Schuljahr; Schuljahr 01; Frühe Kindheit; Reading readiness; Reading speed; Lesegeschwindigkeit; Frühleseunterricht; Lesetest; Wortschatzarbeit; Hörverständnis; Ausland; Frankreich
Abstract	Two large samples were assessed twice in Grade 1: the control group (Cont; N = 2302), which received no specific interventions, and the experimental group (Exp; N = 484), which received interventions associated with code-related skills (decoding and fluency). We estimated that a mean score of around 50 correctly read words per minute corresponded to a mean reading comprehension (RC) score. We then examined the relationships between decoding, fluency, RC and their associated skills, i.e. phonemic segmentation, vocabulary and listening comprehension. The causal nature of the links between decoding, fluency and RC was examined in two ways: hypothesized and experimental. Structural modeling showed that fluency was a good mediator variable between decoding and RC and explained RC. When we compared the Cont and Exp groups, the intervention had a positive effect on RC, even though linguistic comprehension was not stimulated. We conclude that fluency should be stimulated once decoding is efficient. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01