A cross‐sectional study of fluency and reading comprehension in Spanish primary school children
Abstract
The importance of prosodic elements is recognised in most definitions of fluency. Although speed and accuracy have been typically considered the constituents of reading fluency, prosody is emerging as an additional component. The relevance of prosody in comprehension is increasingly recognised in the latest studies. The purpose of this research is to examine the contribution of prosodic reading to comprehension beyond automaticity in word reading, taking into account children's grade level. One hundred and twenty‐two Spanish children (74 second and 48 fourth graders) were tested in prosodic reading, automaticity in word reading (nonword reading and reading rate) and comprehension abilities. Results show that the contribution of automaticity in word reading is relevant in both grades; however, it is more significant in Grade 2. The prosodic components of reading seem to be related differently to comprehension across grades, intonation being the highest predictor of comprehension in Grade 4. Implications for educational practice are discussed.
Number of times cited: 12
- Margriet A. Groen, Nathalie J. Veenendaal and Ludo Verhoeven, The role of prosody in reading comprehension: evidence from poor comprehenders, Journal of Research in Reading, (2018).
- Jonathan M.B. Stern, Margaret M. Dubeck and Anna Dick, Using Early Grade Reading Assessment (EGRA) data for targeted instructional support: Learning profiles and instructional needs in Indonesia, International Journal of Educational Development, 61, (64), (2018).
- Anibal Puente, Jesús M. Alvarado, Paz Fernández, Mónica Rosselli, Alfredo Ardila and Amelia Jiménez, Assessment of Reading Precursors in Spanish-Speaking Children, The Spanish Journal of Psychology, 19, (2017).
- Paula J. Schwanenflugel and Rebekah George Benjamin, Lexical prosody as an aspect of oral reading fluency, Reading and Writing, 30, 1, (143), (2017).
- Esther Geva, Kama Galili, Tami Katzir and Michal Shany, Learning novel words by ear or by eye? An advantage for lexical inferencing in listening versus reading narratives in fourth grade, Reading and Writing, 30, 9, (1917), (2017).
- Nuria Calet, Nicolás Gutiérrez-Palma and Sylvia Defior, Effects of fluency training on reading competence in primary school children: The role of prosody, Learning and Instruction, 10.1016/j.learninstruc.2017.04.006, 52, (59-68), (2017).
- Nathalie J. Veenendaal, Margriet A. Groen and Ludo Verhoeven, Bidirectional Relations Between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades: A Longitudinal Perspective, Scientific Studies of Reading, 20, 3, (189), (2016).
- Paz Suárez-Coalla, Marta Álvarez-Cañizo, Cristina Martínez, Noemí García and Fernando Cuetos, Reading prosody in Spanish dyslexics, Annals of Dyslexia, 66, 3, (275), (2016).
- Marta Álvarez-Cañizo, Paz Suárez-Coalla and Fernando Cuetos, The Role of Reading Fluency in Children’s Text Comprehension, Frontiers in Psychology, 6, (2015).
- Sylvia Defior, Gracia Jiménez-Fernández, Nuria Calet and Francisca Serrano, Learning to read and write in Spanish: phonology in addition to which other processes? / Aprendiendo a leer y escribir en español: además de la fonología, ¿qué otros procesos?, Estudios de Psicología, 36, 3, (571), (2015).
- M. Carmen González-Trujillo, Nuria Calet, Sylvia Defior and Nicolás Gutiérrez-Palma, Scale of reading fluency in Spanish: measuring the components of fluency / Escala de fluidez lectora en español: midiendo los componentes de la fluidez, Estudios de Psicología, 35, 1, (104), (2014).
- Sandra Fernandes, Luís Querido, Arlette Verhaeghe and Luísa Araújo, What is the relationship between reading prosody and reading comprehension in European Portuguese? Evidence from grades 2 to 5, Journal of Research in Reading, , (2018).
