Relations among reading skills and sub-skills and text-level reading proficiency in developing readers

Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with young readers. Using Structural Equation Modeling,...

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Bibliographic Details
Published in:Reading & writing 2012-02, Vol.25 (2), p.483-507
Main Authors: Hudson, Roxanne F., Torgesen, Joseph K., Lane, Holly B., Turner, Stephen J.
Format: Article
Language:English
Subjects:
Children & youth
Decoding
Decoding (Reading)
Early literacy
Early Reading
Education
Elementary education
Elementary School Students
Fluency
Grade 2
Graphemes
Language and Literature
Linguistics
Literacy
Neurology
Oral Reading
Phoneme Grapheme Correspondence
Phonemic Awareness
Phonemics
Phonetics
Psycholinguistics
Reading ability
Reading Comprehension
Reading Fluency
Reading Instruction
Reading Rate
Reading Skills
Social Sciences
Structural Equation Models
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Summary:Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with young readers. Using Structural Equation Modeling, this study examined the measurement and structural relations of the rate and accuracy of variables important in early reading: phonemic blending, letter sounds, phonograms, decoding, single-word reading, reading comprehension, and text reading as well as reading comprehension among second grade readers. The effects from phonemic blending fluency and letter sound fluency to decoding were completely mediated by phonogram fluency, decoding fluency, single-word reading fluency, and reading comprehension had direct effects on the text reading fluency of the second grade students. Understanding the relationship among the many component skills of readers early in their reading development is important because a deficiency in any of the component skills has the potential to affect the development of other skills and, ultimately, the development of the child as a proficient reader.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-010-9283-6