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Young-suk Kim - One of the best experts on this subject based on the ideXlab platform.
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developmental component based model of Reading Fluency an investigation of predictors of word Reading Fluency text Reading Fluency and Reading comprehension
Reading Research Quarterly, 2015Co-Authors: Young-suk KimAbstract:The primary goal was to expand our understanding of text Reading Fluency (efficiency or automaticity)-how its relation to other constructs (e.g., word Reading Fluency and Reading comprehension) changes over time and how it is different from word Reading Fluency and Reading comprehension. We examined (1) developmentally changing relations among word Reading Fluency, listening comprehension, text Reading Fluency, and Reading comprehension; (2) the relation of Reading comprehension to text Reading Fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text Reading Fluency vs. word Reading Fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text Reading Fluency vs. Reading comprehension. These questions were addressed using longitudinal data (two timepoints; Mean age = 5;24 & 6;08) from Korean-speaking children (N = 143). Results showed that listening comprehension was related to text Reading Fluency at time 2, but not at time 1. At both times text Reading Fluency was related to Reading comprehension, and Reading comprehension was related to text Reading Fluency over and above word Reading Fluency and listening comprehension. Orthographic awareness was related to text Reading Fluency over and above other emergent literacy skills and word Reading Fluency. Vocabulary and grammatical knowledge were independently related to text Reading Fluency and Reading comprehension whereas theory of mind was related to Reading comprehension, but not text Reading Fluency. These results reveal developmental nature of relations and mechanism of text Reading Fluency in Reading development.
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Developmental, Component‐Based Model of Reading Fluency: An Investigation of Predictors of Word‐Reading Fluency, Text‐Reading Fluency, and Reading Comprehension
Reading research quarterly, 2015Co-Authors: Young-suk KimAbstract:The primary goal was to expand our understanding of text Reading Fluency (efficiency or automaticity)-how its relation to other constructs (e.g., word Reading Fluency and Reading comprehension) changes over time and how it is different from word Reading Fluency and Reading comprehension. We examined (1) developmentally changing relations among word Reading Fluency, listening comprehension, text Reading Fluency, and Reading comprehension; (2) the relation of Reading comprehension to text Reading Fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text Reading Fluency vs. word Reading Fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text Reading Fluency vs. Reading comprehension. These questions were addressed using longitudinal data (two timepoints; Mean age = 5;24 & 6;08) from Korean-speaking children (N = 143). Results showed that listening comprehension was related to text Reading Fluency at time 2, but not at time 1. At both times text Reading Fluency was related to Reading comprehension, and Reading comprehension was related to text Reading Fluency over and above word Reading Fluency and listening comprehension. Orthographic awareness was related to text Reading Fluency over and above other emergent literacy skills and word Reading Fluency. Vocabulary and grammatical knowledge were independently related to text Reading Fluency and Reading comprehension whereas theory of mind was related to Reading comprehension, but not text Reading Fluency. These results reveal developmental nature of relations and mechanism of text Reading Fluency in Reading development.
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is oral text Reading Fluency a bridge to Reading comprehension
Reading and Writing, 2014Co-Authors: Young-suk Kim, Chea Hyeong Park, Richard K. WagnerAbstract:In the present study we investigated developmental relations among word Reading Fluency, listening comprehension, and text Reading Fluency to Reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word Reading Fluency, text Reading Fluency, and Reading comprehension. Results from multigroup structural equation models showed that text Reading Fluency was a dissociable construct from word Reading Fluency for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text Reading Fluency for first graders, but not for kindergartners, over and above word Reading Fluency. In addition, text Reading Fluency was uniquely related to Reading comprehension for kindergartners, but not for first graders, after accounting for word Reading Fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for Reading comprehension component skills including text Reading Fluency.
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Is Oral/Text Reading Fluency a “Bridge” to Reading Comprehension?
Reading and writing, 2013Co-Authors: Young-suk Kim, Chea Hyeong Park, Richard K. WagnerAbstract:In the present study we investigated developmental relations among word Reading Fluency, listening comprehension, and text Reading Fluency to Reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word Reading Fluency, text Reading Fluency, and Reading comprehension. Results from multigroup structural equation models showed that text Reading Fluency was a dissociable construct from word Reading Fluency for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text Reading Fluency for first graders, but not for kindergartners, over and above word Reading Fluency. In addition, text Reading Fluency was uniquely related to Reading comprehension for kindergartners, but not for first graders, after accounting for word Reading Fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for Reading comprehension component skills including text Reading Fluency.
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Developmental Relations between Reading Fluency and Reading Comprehension: A Longitudinal Study from Grade 1 to Grade 2.
Journal of experimental child psychology, 2012Co-Authors: Young-suk Kim, Richard K. Wagner, Danielle LopezAbstract:Abstract From a developmental framework, relations among list Reading Fluency, oral and silent Reading Fluency, listening comprehension, and Reading comprehension might be expected to change as children’s Reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first and second graders. Results showed that list Reading Fluency was uniquely related to Reading comprehension in Grade 1, but not in Grade 2, after accounting for text Reading Fluency (oral or silent) and listening comprehension. In contrast, text Reading Fluency was uniquely related to Reading comprehension in Grade 2, but not in Grade 1, after accounting for list Reading Fluency and listening comprehension. When oral Reading Fluency and silent Reading Fluency were compared, oral Reading Fluency was uniquely related to Reading comprehension after accounting for silent Reading Fluency in Grade 1, whereas silent Reading Fluency was uniquely related to Reading comprehension after accounting for oral Reading Fluency in Grade 2.
Chen Huang - One of the best experts on this subject based on the ideXlab platform.
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Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing.
Frontiers in psychology, 2017Co-Authors: Jing Zhao, Rosa Kwok, Menglian Liu, Hanlong Liu, Chen HuangAbstract:Reading Fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral Reading Fluency rather than silent Reading Fluency, which is a much more dominant Reading mode that is used in middle and high school and for leisure Reading. It is still unclear whether the oral and silent Reading Fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese Reading Fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading Fluency was measured in both single-character and sentence levels. Fluent Reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine Reading Fluency on a sentence level. The Reading Fluency test in each level was conducted twice (i.e. oral Reading and silent Reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the Reading Fluency tests. Although the reaction time in visual 1-back task correlated with the Reading speed of both oral and silent Reading Fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent Reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to Reading Fluency in silent mode but not in oral Reading mode. These findings suggest that the underlying mechanism between oral and silent Reading Fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and Reading Fluency.
Ernes M Mahone - One of the best experts on this subject based on the ideXlab platform.
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Working Memory Influences Processing Speed and Reading Fluency in ADHD
Child Neuropsychology, 2011Co-Authors: Lisa A. Jacobson, Rebecca B. Martin, Matthew Ryan, Martha Bridge Denckla, Joshua Benjamin Ewen, Stewart H Mostofsky, Ernes M MahoneAbstract:Processing-speed deficits affect Reading efficiency, even among individuals who recognize and decode words accurately. Children with ADHD who decode words accurately can still have inefficient Reading Fluency, leading to a bottleneck in other cognitive processes. This “slowing” in ADHD is associated with deficits in fundamental components of executive function underlying processing speed, including response selection. The purpose of the present study was to deconstruct processing speed in order to determine which components of executive control best explain the “processing” speed deficits related to Reading Fluency in ADHD. Participants (41 ADHD, 21 controls), ages 9–14 years, screened for language disorders, word Reading deficits, and psychiatric disorders, were administered measures of copying speed, processing speed, Reading Fluency, working memory, reaction time, inhibition, and auditory attention span. Compared to controls, children with ADHD showed reduced oral and silent Reading Fluency and reduced...
George K. Georgiou - One of the best experts on this subject based on the ideXlab platform.
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How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts.
Frontiers in psychology, 2016Co-Authors: Timothy C. Papadopoulos, George Spanoudis, George K. GeorgiouAbstract:We examined the prominent theoretical explanations of the RAN-Reading relationship in a relatively transparent language (Greek) in a sample of children (n= 286) followed from Grade 1 to Grade 2. Specifically, we tested the fit of eight different models, as defined by the type of Reading performance predicted (oral vs. silent word Reading Fluency), the type of RAN tasks (non-alphanumeric vs. alphanumeric), and the RAN effects (direct vs. indirect). Working memory, attention, processing speed, and motor skills were used as “common cause” variables predicting both RAN and Reading Fluency and phonological awareness and orthographic processing were used as mediators of RAN’s effects on Reading Fluency. The findings of both concurrent and longitudinal analyses indicated that RAN is a unique predictor of oral Reading Fluency, but not silent Reading Fluency. Using alphanumeric or non-alphanumeric RAN did not particularly affect the RAN-Reading relationship. Both phonological awareness and orthographic processing partly mediated RAN’s effects on Reading Fluency. Theoretical implications of these findings are discussed.
Timothy V. Rasinski - One of the best experts on this subject based on the ideXlab platform.
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Reading Fluency beyond English: Investigations into Reading Fluency in Turkish Elementary Students
International Electronic Journal of Elementary Education, 2014Co-Authors: Kasim Yildirim, Timothy V. RasinskiAbstract:Reading Fluency is one of the underlying factors of successful language curricula and it is also one ofthe defining characteristics of good readers. A lack of Fluency is a common characteristic of strugglingreaders. There is a growing body of research that demonstrates proficiency in Reading Fluency isimportant for success in learning to read English. While the role of Reading Fluency is increasinglyrecognized as important for literacy acquisition in English, less is known about the role that Fluencyplays in literacy acquisition in other languages. The present manuscript aims to shed light on theimpact of Reading Fluency in the Turkish language context, and also to provide some practicalimplications for Turkish stakeholders in education system to improve Turkish children`s ReadingFluency and thereby also improve Turkish children’s overall Reading proficiency.
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Why Reading Fluency Should Be Hot
The Reading Teacher, 2012Co-Authors: Timothy V. RasinskiAbstract:This article explores problems that have surfaced in the teaching of Reading Fluency and how teachers and Reading coaches can resolve those problems. Specific issues addressed include Reading Fluency being defined as Reading fast and instruction that is focused on having students read fast, Reading Fluency viewed as solely and oral Reading activity, Reading Fluency seen as an issue only for the primary grades, and Reading Fluency instruction viewed as a distinct form of Reading instruction not integral to authentic Reading that focuses on meaning. The author makes the case for an authentic, meaning-based, and comprehensive approach to Fluency instruction that is integral part of the core Reading program.
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Reading Fluency: More than Automaticity? More than a Concern for the Primary Grades?.
Literacy Research and Instruction, 2009Co-Authors: Timothy V. Rasinski, Andrew Rikli, Susan JohnstonAbstract:Reading Fluency has traditionally been viewed as a goal of Reading that is taught and mastered in the elementary grades. In this article we challenge that notion by exploring the role of Reading Fluency as a contributor to Reading proficiency and difficulty among intermediate and middle grade students. We assessed Reading Fluency development among a large number of third-, fifth-, and seventh-grade students, using prosody (expressiveness in oral Reading) rather than Reading rate (word recognition automaticity) as a measure of Reading Fluency. We found moderately strong correlations between Fluency and silent Reading comprehension as measured by a standardized achievement test at all three grade levels. Our findings suggest that Reading Fluency appears to be a significant variable in upper elementary and middle grade students' Reading. Moreover, the findings add to mounting evidence that prosody is an important component in the full manifestation of Reading Fluency. Both components of Fluency, automaticity...
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Is Reading Fluency a Key for Successful High School Reading
Journal of Adolescent & Adult Literacy, 2005Co-Authors: Timothy V. Rasinski, Nancy Padak, Christine A. Mckeon, Lori G. Wilfong, Julie A. Friedauer, Patricia HeimAbstract:Fluency has traditionally been viewed as a goal of Reading taught and mastered in the elementary grades. This article challenges that notion by exploring Reading Fluency as a contributor to Reading proficiency (and difficulty) among ninth-grade students. The authors assessed Reading Fluency development among a large number of ninth graders and found a moderately strong correlation between Fluency and overall Reading proficiency as measured by a standardized achievement test. Moreover, a significant number of students were substantially below norms for Fluency. The findings suggest that Reading Fluency is a significant variable in secondary students' Reading and overall academic development. More research is called for into the role of Reading Fluency among older students, especially those experiencing difficulty in achieving high levels of literacy.
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Training teachers to attend to their students’ oral Reading Fluency
Theory Into Practice, 1991Co-Authors: Jerry Zutell, Timothy V. RasinskiAbstract:The importance of oral Reading Fluency as a necessary dimension of proficient Reading has recently received renewed attention. We know that good readers identify words quickly, read at a fluid pace, and demonstrate appropriate phrasing and expression. On the other hand, elementary grade students who need special help in learning to read typically show difficulties in all these aspects of fluent Reading. Despite growing awareness of its importance in the research community, oral Reading Fluency is a neglected aspect of regular classroom Reading instruction (Allington, 1983; Anderson, 1980). Several factors seem to contribute to this lack of attention.
