Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers’ text-reading fluency in English

Revisiting assumptions about the relationship of fluent reading to comprehension:... Despite the growing body of research investigating the nature of text-reading fluency and its relationship to comprehension among monolingual children, very little is known about text-reading fluency for language minority (LM) learners reading in English. The present study investigated the nature of text-reading fluency—its relationship to reading comprehension and its predictors—for 76 Spanish-speaking LM fifth graders. Text-reading fluency explained unique variance in reading comprehension above and beyond word-reading fluency and oral language competencies, but its effect was not robust. The impact of text-reading fluency on comprehension was moderated by an interaction such that only students with proficient text-reading fluency and well-developed oral language demonstrated skilled comprehension. Word-reading fluency and decoding skill were significant predictors of text-reading fluency. The results suggest that existing assumptions about the relationship between text-reading fluency and comprehension may not readily apply to LM learners. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers’ text-reading fluency in English

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Publisher
Springer Netherlands
Copyright
Copyright © 2009 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-009-9168-8
Publisher site
See Article on Publisher Site

Abstract

Despite the growing body of research investigating the nature of text-reading fluency and its relationship to comprehension among monolingual children, very little is known about text-reading fluency for language minority (LM) learners reading in English. The present study investigated the nature of text-reading fluency—its relationship to reading comprehension and its predictors—for 76 Spanish-speaking LM fifth graders. Text-reading fluency explained unique variance in reading comprehension above and beyond word-reading fluency and oral language competencies, but its effect was not robust. The impact of text-reading fluency on comprehension was moderated by an interaction such that only students with proficient text-reading fluency and well-developed oral language demonstrated skilled comprehension. Word-reading fluency and decoding skill were significant predictors of text-reading fluency. The results suggest that existing assumptions about the relationship between text-reading fluency and comprehension may not readily apply to LM learners.

Journal

Reading and WritingSpringer Journals

Published: Feb 13, 2009

References

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