Psychological Development and Education ›› 2016, Vol. 32 ›› Issue (4): 471-477.doi: 10.16187/j.cnki.issn1001-4918.2016.04.11

Previous Articles     Next Articles

The Role of Oral Reading Fluency in Chinese Children's Reading Development

ZHOU Xuelian1, CHENG Yahua2, LI Yixun1, HAN Chunxiang1, LI Hong1   

  1. 1. Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing 100875, China;
    2. Department of Psychology, Ningbo University, Ningbo 315211, China
  • Online:2016-07-15 Published:2016-07-15

PDF (PC)

Abstract: The role of oral reading fluency in Chinese children's reading development was examined in a one-year longitudinal study. Participants were 192 students from 8 second grade classes in one of Beijing's elementary schools. Results showed that oral reading fluency positively correlated with language and reading skills. After controlling for age,IQ, character recognition and vocabulary, oral reading fluency was unique predictor of concurrent reading comprehension of Grade 3, but not uniquely related with the concurrent reading comprehension of Grade 2. In addition, after controlling for autoregressive effects and other related variables, oral reading fluency in Grade 2 was an unique significant predictor of children'sreading comprehension performance one year later. These resultsindicated that oral reading fluency playeda significant role in the development of Chinese students' reading comprehension. Researchers and teachers should payenough attention to oral reading fluency in future.

Key words: oral reading fluency, reading comprehension, reading development, longitudinal study

CLC Number: 

  • G442

Adlof, S. M., Catts, H. W., & Little, T. D. (2006). Should the simple view of reading include a fluency component? Reading and Writing, 19(9), 933-958.

Baker, D. L., Park, Y., & Baker, S. K. (2012). The reading performance of English learners in Grades 1 to 3: the role of initial status and growth on reading fluency in Spanish and English. Reading and Writing, 25(1), 251-281.

Buck, J.,&Torgesen, J. (2003). The relationship between performance on a measure of oral reading fluency and performance on the Florida Comprehensive Assessment Test (FCRR Tech. Rep. No. 1). FloridaCenter for Reading Research.Available:www.Fcrr.org/Technical Reports/TechnicalReport1.pdf.

Geva, E.,&Farnia., F. (2012). Developmental changes in the nature of language proficiency and reading fluency paint a more complex view of reading comprehension in ELL and EL1. Reading and Writing, 25(8), 1819-1845.

Good, R. H., Simmons, D. C., &Kame'enui, E. J. (2001).The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes.Scientific Studies of Reading,5(3), 257-288.

Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127-160.

Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., &Deno, S. L. (2003). Sources of individual differences in readingcomprehension and reading fluency. Journal of Educational Psychology, 95(4), 719-729.

Kim, Y. S., Park, C. H., &Wagner, R. K. (2014). Is oral/text reading fluency a “bridge” to reading comprehension? Reading and Writing, 27(1), 79-99.

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.

Kim, Y. S., Wagner, R. K., & Foster, E. (2011). Relations among oral reading fluency, silent reading fluency, and reading comprehension: a latent variable study of first-grade readers. Scientific Studies of Reading, 15(4), 338-362.

Kim, Y. S., Wagner, R. K., & Lopez, D. (2012). Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2. Journal of Experimental Child Psychology, 113(1), 93-111.

LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293-323.

Li, L., &Wu, X. (2015). Effects of metalinguistic awareness on reading comprehension and the mediator role of reading fluency from Grades 2 to 4.Plos One, 10(3), 1-16.doi:10.1371/journal. pone. 0114417.

Perfetti, C. A. (1992).The representation problem in reading acquisition. In L. C. Ehri, R. Trieman, & P.B. Gough (Eds.), Reading acquisition. Hillsdale, NJ: Lawrence Erlbaum, 145-174.

Salvador, S. K., Schoeneberger, J., Tingle, L.,&Algozzine, B. (2012). Relationship between second grade oral reading fluency and third grade reading. Assessmentin Education: Principles, Policy & Practice, 19(3), 341-356.

Schwanenflugel, P. J., Meisinger, E. B., Wisenbaker, J. M., Kuhn, M. R., Strauss, G. P., & Morris, R. D. (2006). Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly, 41(4), 496-522.

Song, S., Su, M., Kang, C., Liu, H., Zhang, Y., McBride-Chang, C., et al. (2014). Tracing children's vocabulary development from preschool through the school-age years: an 8-year longitudinal study. Developmental Science, 18(1), 119-131.

Xue, J., Shu, H., Li, H., Li, W., & Tian, X. (2013). The stability of literacy-related cognitive contributions to Chinese character naming and reading fluency. Journal of Psycholinguistic Research, 42(5), 433-450.

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.

张婵, 盖笑松. (2010). 汉语阅读障碍儿童与普通儿童朗读错误研究. 中国特殊教育,17(2),48-52.

张婵, 盖笑松.(2013). 汉语阅读障碍儿童的阅读流畅性研究. 心理与行为研究, 11(3), 340-345.

张厚粲, 王晓平. (1985). 瑞文标准推理测验手册(中国城市修订版).北京:北京师范大学出版社, 1-60.
[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] ZHOU Tingna, LI Yixun, LI Hong, XU Zhonggeng, ZHANG Feng, CHENG Yahua. The Relation between Oral Reading Fluency and Reading Comprehension among Chinese Children: A 3-year Longitudinal Study [J]. Psychological Development and Education, 2021, 37(5): 691-700.
[9] 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.
[10] 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.
[11] 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.
[12] 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.
[13] 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.
[14] 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.
[15] LIU Min, LI Sainan, LIU Nina, WANG Zhengguang, YAN Guoli. Development of Orthographic, Phonological and Semantic Preview Benefits from Second to Fifth Graders in Word Recognition [J]. Psychological Development and Education, 2019, 35(4): 447-457.
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