Young?Suk Grace Kim
Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension
Florida State University
primary goal expand understanding text reading fluency efficiency automaticityhow relation constructs eg word reading fluency reading comprehension changes time different word reading fluency reading comprehension examined 1 developmentally changing relations among word reading fluency listening comprehension text reading fluency reading comprehension 2 relation reading comprehension text reading fluency 3 unique emergent literacy predictors ie phonological awareness orthographic awareness morphological awareness letter name knowledge vocabulary text reading fluency vs word reading fluency 4 unique language cognitive predictors eg vocabulary grammatical knowledge theory mind text reading fluency vs reading comprehension questions addressed using longitudinal data two timepoints mean age 524 608 koreanspeaking children n 143 results showed listening comprehension related text reading fluency time 2 time 1 times text reading fluency related reading comprehension reading comprehension related text reading fluency word reading fluency listening comprehension orthographic awareness related text reading fluency emergent literacy skills word reading fluency vocabulary grammatical knowledge independently related text reading fluency reading comprehension whereas theory mind related reading comprehension text reading fluency results reveal developmental nature relations mechanism text reading fluency reading development