Psychological Development and Education ›› 2021, Vol. 37 ›› Issue (5): 691-700.doi: 10.16187/j.cnki.issn1001-4918.2021.05.10

Previous Articles     Next Articles

The Relation between Oral Reading Fluency and Reading Comprehension among Chinese Children: A 3-year Longitudinal Study

ZHOU Tingna1, LI Yixun2, LI Hong3, XU Zhonggeng1, ZHANG Feng1, CHENG Yahua1   

  1. 1. Department of Psychology, Ningbo University, Ningbo 315211;
    2. Department of Human Development and Quantitative Methodology, University of Maryland, College Park 20742, USA;
    3. Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education(Beijing Normal University), Faculty of Psychology, Beijing Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875
  • Published:2021-09-23

RichHTML

PDF (PC)

Abstract: The present study followed a sample of Chinese second-grade (n=196) through fourth-grade students to evaluate the dynamic developmental relations between oral reading fluency (including word reading fluency and text reading fluency) and reading comprehension. Cross-lagged panel model was conducted to test for the presence of leading and lagging influences after controlling for nonverbal reasoning, character recognition, vocabulary knowledge, rapid automatized naming (RAN) and the auto-regression effects. The results showed that:(1) previous levels of word reading fluency acted as leading indicators of reading comprehension growth, but the reverse relation was not found; (2) Bidirectional predictive relation was found between text reading fluency and reading comprehension. The results support cognitive resources and automaticity theory and supplement the interactive-compensatory model of reading.

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

CLC Number: 

  • G442
Cheng, Y., Zhang, J., Li, H., Wu, X., Liu, H., Dong, Q., … Sun, P. (2017). Growth of compounding awareness predicts reading comprehension in Chinese students:A longitudinal study from Grade 1 to Grade 2.Reading Research Quarterly, 52(1), 91-104.
Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence:A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading.Reading and Writing, 2(2), 127-160.
Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction:What, why, and how? The Reading Teacher, 58(8), 702-714.
Kim, Y. -S., Petscher, Y., Schatschneider, C. & Foorman, B. (2010). Does growth rate in oral reading fluency matter in predicting reading comprehension achievement? Journal of Educational Psychology, 102(3), 652-667.
Kim, Y.-S. G., & Wagner, R. K.(2015). Text (oral) reading fluency as a construct in reading development:An investigation of its mediating role for children from Grades 1 to 4.Scientific Studies of Reading, 19(3), 224-242.
Kintsch, W., & Rawson, K. A. (2005). Comprehension. In M. J. Snowling & C. Hulme (Eds.),The science of reading:A handbook (pp. 209-226). Oxford, UK:Blackwell.
Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension.Journal of Educational Psychology, 100(2), 310-321.
Kuhn, M. R., Schwanenflugel, P. J., & Meisinger, E. B. (2010). Aligning theory and assessment of reading fluency:Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251.
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading.Cognitive Psychology, 6(2), 293-323.
Lai,S. A., Benjamin, R. B., Schwanenflugel, P. J., & Kuhn, M. R. (2014). The longitudinal relationship between reading fluency and reading comprehension skills in second-grade children. Reading and Writing Quarterly, 30(2), 116-138.
Li, H., Shu, H., McBride-Chang, C., Liu, H., & Peng, H. (2012). Chinese children's character recognition:Visuo-orthographic, phonological processing and morphological skills.Journal of Research in Reading, 35(3), 287-307.
Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values.Journal of the American Statistical Association, 83(404), 1198-1202.
Paris, S. G., Carpenter, R. D., Paris, A. H., & Hamilton, E. E. (2005). Spurious and genuine correlates of children's reading comprehension. In S. G. Paris & S. A. Stahl (Eds.), Children's reading comprehension and assessment (pp. 131-160). Mahwah, NJ:Erlbaum.
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101.
PIRLS 台湾报告.(2006).取自https://sites.google.com/site/reading8learning01/pirls/pirls-2006
Seyomour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies.British Journal of Psychology, 94(2), 143-174.
Song, S., Su, M., Kang, C., Liu, H., Zhang, Y., McBride-Chang, C.,... Shu, H. (2015). Tracing children's vocabulary development from preschool through the school-age years:An 8-year longitudinal study. Developmental Science, 18(1), 119-131.
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16(1), 32-71.
程亚华, 伍新春. (2018). 小学一年级阅读流畅性对二、三年级阅读理解的预测. 心理发展与教育, 34(3), 314-321.
李虹, 董琼, 朱瑾, 刘俊娉, 伍新春. (2009). 语素意识在学前儿童言语技能发展中的作用. 心理科学, 32(6), 1291-1294.
温鸿博. (2005). 小学语文阅读能力测评量表的编制(硕士学位论文).华南师范大学, 广州.
张厚粲, 王晓平. (1989). 瑞文标准推理测验在我国的修订. 心理学报, 21(2), 113-121.
张玉平, 董琼, 舒华, 吴燕. (2017). 语音意识、命名速度和语素意识在汉语阅读发展中的作用. 心理发展与教育, 33(4), 401-409.
周雪莲, 程亚华, 李宜逊, 韩春翔, 李虹. (2016). 朗读流畅性在儿童阅读发展中的预测作用. 心理发展与教育, 32(4), 471-477.
[1] SHI Mengmeng, REN Guiqin, SUN Junhong, ZHANG Xinxing. Effects of Vocabulary Type and Reading Ability on Reading Comprehension Monitoring in First Grade Pupils [J]. Psychological Development and Education, 2024, 40(2): 207-214.
[2] DING Fangyuan, YANG Yiying, WANG Yangqian, JIA Yuncheng, CHENG Gang. Family Socioeconomic Status and College Freshmen's Attitudes towards Short-term Mating: An Analysis Based on Latent Growth Modeling [J]. Psychological Development and Education, 2023, 39(5): 663-672.
[3] ZHENG Xianliang, CHEN Huiping, WANG Xue, BAO Zhenzhou. Development Trends of Adolescents’ Internet Altruistic Behavior and the Influence of Social Class: A Longitudinal Study [J]. Psychological Development and Education, 2023, 39(3): 333-341.
[4] WANG Haolan, CHEN Hongjun, WU Xinchun, ZHAO Ying, SUN Peng. The Effect of Reading Modes to Reading Comprehension in Chinese Children: A Mediated Moderation Model [J]. Psychological Development and Education, 2023, 39(3): 369-378.
[5] ZHANG Yuping, DONG Qiong, SONG Shuang, SHU Hua. The Developmental Trajectories of Reading Abilities in Chinese Lower Graders and the Predictability of Early Reading-related Cognitive Skills [J]. Psychological Development and Education, 2023, 39(2): 210-218.
[6] SHI Mengmeng, REN Guiqin, LYU Xiaoxiao, ZHANG Qiao, LI Haijiao. Online Measures of Comprehension Monitoring in Children [J]. Psychological Development and Education, 2022, 38(4): 592-599.
[7] ZHANG Chao, CHENG Yahua, LI Liping, FAN Yuting, WU Xinchun. The Role of Awareness of Compound Word Structures in Chinese Children's Reading Comprehension [J]. Psychological Development and Education, 2022, 38(2): 236-243.
[8] CHEN Zixun, FENG Yingxue, SONG Wenli, LIU Xia. The Relationship of Parent-child Separation, Peer Victimization and Depression in Adolescents: A Longitudinal Study [J]. Psychological Development and Education, 2021, 37(3): 429-438.
[9] HAN Congcong, CHEN Yinghe, YU Xiao, DENG Zhijun, LIU Jing, HOU Jiangwen, LIN Yanyan. The Influence of Surface Similarity on the Understanding of Relational Similarity [J]. Psychological Development and Education, 2020, 36(3): 257-264.
[10] YAN Mengge, LI Hong, LI Yixun, ZHOU Xuelian, HUI Yi, CHENG Yahua, WU Xinchun. The Importance of Decoding Skills and Vocabulary to Reading Comprehension in Chinese Reading Development [J]. Psychological Development and Education, 2020, 36(3): 311-317.
[11] ZHENG Qiao, GENG Lina, LUO Fang, LI Lingyan. Development Trajectories of Student Engagement among Middle School Students: Associations with Peer Victimization [J]. Psychological Development and Education, 2020, 36(2): 157-167.
[12] CHENG Yahua, ZHOU Tingna, ZHAO Ying, LI Hong, WU Xinchun. The Developmental Trajectories of Reading Fluency and Its Predictive Effects on Reading Comprehension in Chinese Primary School Students [J]. Psychological Development and Education, 2019, 35(6): 686-696.
[13] ZHAO Ying, WU Xinchun, CHEN Hongjun. The Impact of Morphological Awareness on Reading Comprehension among Chinese Children: The Mediating Role of Silent Reading Fluency [J]. Psychological Development and Education, 2019, 35(4): 430-438.
[14] TIAN Yuan, SONG Youzhi, ZHOU Zongkui, HUANG Chun, ZHAO Yiqian. A Multilevel Analysis of The Developmental Trajectory of Belief in a Just World in Adolescence and Its Predictors [J]. Psychological Development and Education, 2019, 35(2): 146-156.
[15] FANG Chenghao, CHENG Yahua, WU Xinchun. The Influence of Morphological Awareness and Oral Vocabulary Knowledge on Chinese Children's Reading Ability: A Longitudinal Study [J]. Psychological Development and Education, 2019, 35(1): 57-67.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd