Relationships of three components of reading fluency to reading comprehension

from the Journal of Educational Psychology

This study examined the relationships of 3 levels of reading fluency–the individual word, the syntactic unit, and the whole passage–to reading comprehension among 278 5th graders heterogeneous in reading ability. Hierarchical regression analyses revealed that reading fluency at each level related uniquely to performance on a standardized reading comprehension test in a model including inferencing skill and background knowledge. The study supports an automaticity effect for word recognition speed and an automaticity-like effect related to syntactic processing skill. In addition, hierarchical regressions using longitudinal data suggest that fluency and reading comprehension have a bidirectional relationship. The discussion emphasizes the theoretical expansion of reading fluency to 3 levels of cognitive processes and the relations of these processes to reading comprehension. (PsycINFO Database Record (c) 2008 APA, all rights reserved)


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Housed at the internationally renowned Callier Center for Communication Disorders, Callier Library a branch facility of the McDermott Library at The University of Texas at Dallas.

Posted on June 4, 2008, in Uncategorized and tagged , . Bookmark the permalink. Leave a comment.

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