NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
When Slower Is Faster: Time Spent Decoding Novel Words Predicts Better Decoding and Faster Growth
Peer reviewed Peer reviewed
Direct linkDirect link
Wang, Zuowei; Sabatini, John; O'Reilly, Tenaha – Scientific Studies of Reading, 2020
We compare poor-performing and normal-performing decoders' processing times on real words, pseudo-homophones, and nonwords (Study 1), and evaluate how a processing time difference is associated with rates of decoding development (Study 2). Over 800 sixth and seventh graders took an online reading component battery, which included a decoding test,…
Descriptors: Decoding (Reading), Reading Skills, Novelty (Stimulus Dimension), Reading Processes
Automaticity of Word Recognition Is a Unique Predictor of Reading Fluency in Middle-School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Roembke, Tanja C.; Hazeltine, Eliot; Reed, Deborah K.; McMurray, Bob – Journal of Educational Psychology, 2019
Automaticity in word recognition has been hypothesized to be important in reading development (LaBerge & Samuels, 1974; Perfetti, 1985). However, when predicting educational outcomes, it is difficult to isolate the influence of automatic word recognition from factors such as processing speed or knowledge of grapheme-phoneme correspondences.…
Descriptors: Middle School Students, Word Recognition, Reading Fluency, Cognitive Ability
Fluency and Comprehension of Narrative Texts in Turkish Students in Grades 4 through 8
Peer reviewed Peer reviewed
Direct linkDirect link
Yildirim, Kasim; Rasinski, Timothy; Kaya, Dudu – Education 3-13, 2019
The present study attempted to extend our knowledge of the role of reading fluency in contributing to reading comprehension among Turkish students in grades 4 through 8. One hundred students at each grade level were administered assessments of reading fluency, word recognition automaticity and prosody, and silent reading comprehension. Word…
Descriptors: Reading Fluency, Reading Comprehension, Foreign Countries, Grade 4
Reading Comprehension Level and Development in Native and Language Minority Adolescent Low Achievers: Roles of Linguistic and Metacognitive Knowledge and Fluency
Peer reviewed Peer reviewed
Direct linkDirect link
Trapman, Mirjam; van Gelderen, Amos; van Schooten, Erik; Hulstijn, Jan – Reading & Writing Quarterly, 2017
In a longitudinal design, we measured 50 low-achieving adolescents' reading comprehension development from Grades 7 to 9. There were 24 native Dutch and 26 language minority students. In addition, we assessed the roles of (a) linguistic knowledge, (b) metacognitive knowledge, and (c) reading fluency in predicting both the level and growth of…
Descriptors: Reading Comprehension, Reading Achievement, Adolescents, Low Achievement
Factors Associated with Individual Differences in Reading Comprehension for Typically-Developing Students and for a Pilot Sample of Students Diagnosed with Autism Spectrum Disorder
Direct linkDirect link
Weissinger, Kristen M. – ProQuest LLC, 2013
This study investigated some of the underlying factors that may relate to and predict the reading comprehension of children in fourth through eighth grade (N = 47). A subset of these children previously had been diagnosed with autism spectrum disorders (ASD; n = 10); the remainder are classified as typically-developing (n = 37). The participants…
Descriptors: Reading Comprehension, Grade 4, Grade 5, Grade 6
The Contribution of Retell to the Identification of Struggling Adolescent Readers
Direct linkDirect link
Reed, Deborah Kay – ProQuest LLC, 2010
This measurement study examined the construct validity of the retell component of the Texas Middle School Fluency Assessment (Texas Education Agency, University of Houston, & The University of Texas System, 2008a) within a confirmatory factor analysis framework. The role of retell, provided after a one-minute oral reading fluency measure, was…
Descriptors: Reading Fluency, Construct Validity, Interrater Reliability, Identification