Psychological Development and Education ›› 2018, Vol. 34 ›› Issue (3): 314-321.doi: 10.16187/j.cnki.issn1001-4918.2018.03.07

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Reading Fluency of First-graders Predicted Reading Comprehension of Second-and Third-graders

CHENG Yahua1, WU Xinchun2   

  1. 1. Department of Psychology, Ningbo University, Ningbo 315211, China;
    2. Research Center of Children's Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China
  • Online:2018-05-15 Published:2018-05-15

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Abstract: In the present study, we attempted to investigate reading fluency of first-graders and its long-term associations with reading comprehension of second and third-graders. One hundred and twenty-four children participated in the study. Regression analyses revealed that word reading fluency of first-graders could significantly predict reading comprehension of second-and third-graders after controlling for gender, family SES, IQ, vocabulary, character recognition, and the effects of reading-related skills. Besides, sentence reading fluency of Grade 1 could significantly predict reading comprehension of Grade 2, but not uniquely related with reading comprehensions of Grade 3. The contribution made by word reading fluency to reading comprehension is larger than the contribution made by sentence reading fluency. These results underscore the importance of word reading fluency for the development of children's reading comprehension.

Key words: reading fluency, reading comprehension, Chinese children, longitudinal study

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