25804
2021
eng
817–836
4
44
article
1
--
--
--
Influences from working memory, word and sentence reading on passage comprehension and teacher ratings
Reading fluency is a major determinant of reading comprehension but depends on moderating factors such as auditory working memory (AWM), word recognition and sentence reading skills. We investigated how word and sentence reading skills relate to reading comprehension differentially across the first 6 years of schooling and tested which reading variable best predicted teacher judgements. We conducted our research in a rather transparent language, namely, German, drawing on two different data sets. The first was derived from the normative sample of a reading comprehension test (ELFE-II), including 2056 first to sixth graders with readings tests at the word, sentence and text level. The second sample included 114 students from second to fourth grade. The latter completed a series of tests that measured word and sentence reading fluency, pseudoword reading, AWM, reading comprehension, self-concept and teacher ratings. We analysed the data via hierarchical regression analyses to predict reading comprehension and teacher judgements. The impact of reading fluency was strongest in second and third grade, afterwards superseded by sentence comprehension. AWM significantly contributed to reading comprehension independently of reading fluency, whereas basic decoding skills disappeared after considering fluency. Students' AWM and reading comprehension predicted teacher judgements on reading fluency. Reading comprehension judgements depended both on the students' self-concept and reading comprehension. Our results underline that the role of word reading accuracy for reading comprehension quickly diminishes during elementary school and that teachers base their assessments mainly on the current reading comprehension skill.
Journal of Research in Reading
10.1111/1467-9817.12373
urn:nbn:de:bvb:20-opus-258043
publish
Journal of Research in Reading 2021, 44(4):817–836. DOI: 10.1111/1467-9817.12373
false
true
CC BY: Creative-Commons-Lizenz: Namensnennung 4.0 International
Nicole Kirschmann
Wolfgang Lenhard
Sebastian Suggate
eng
uncontrolled
word recognition
eng
uncontrolled
reading skills
eng
uncontrolled
reading comprehension
eng
uncontrolled
teacher assessments
eng
uncontrolled
passage comprehension
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/25804/Kirschmann_Reading.pdf
15884
2017
eng
1635
8
article
1
2018-03-12
--
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Effects of a syllable-based reading intervention in poor-reading fourth graders
In transparent orthographies, persistent reading fluency difficulties are a major cause of poor reading skills in primary school. The purpose of the present study was to investigate effects of a syllable-based reading intervention on word reading fluency and reading comprehension among German-speaking poor readers in Grade 4. The 16-session intervention was based on analyzing the syllabic structure of words to strengthen the mental representations of syllables and words that consist of these syllables. The training materials were designed using the 500 most frequent syllables typically read by fourth graders. The 75 poor readers were randomly allocated to the treatment or the control group. Results indicate a significant and strong effect on the fluency of recognizing single words, whereas text-level reading comprehension was not significantly improved by the training. The specific treatment effect provides evidence that a short syllable-based approach works even in older poor readers at the end of primary school.
Frontiers in Psychology
10.3389/fpsyg.2017.01635
urn:nbn:de:bvb:20-opus-158841
Frontiers in Psychology 8:1635 (2017). DOI: 10.3389/fpsyg.2017.01635
CC BY: Creative-Commons-Lizenz: Namensnennung 4.0 International
Bettina Müller
Tobias Richter
Panagiotis Karageorgos
Sabine Krawietz
Marco Ennemoser
eng
uncontrolled
word reading fluency
eng
uncontrolled
syllable-based intervention
eng
uncontrolled
older poor readers
eng
uncontrolled
primary school
eng
uncontrolled
reading comprehension
Psychologie
open_access
Institut für Psychologie
Förderzeitraum 2017
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/15884/Müller_Frontiers_in_Psychology.pdf