Schwanenflugel Paula J, Meisinger Elizabeth B, Wisenbaker Joseph M, Kuhn Melanie R, Strauss Gregory P, Morris Robin D
University of Georgia, Athens, USA.
Read Res Q. 2006 Oct 1;41(4):496-522. doi: 10.1598/RRQ.41.4.4.
The goals of this study were to (a) develop an empirically based model regarding the development of fluent and automatic reading in the early elementary school years and (b) determine whether fluent text-reading skills provided benefits for reading comprehension beyond those accounted for by fluent word decoding. First-, second-, and third-grade children completed a series of reading tasks targeting word and nonword processing, text reading, spelling knowledge, autonomous reading, and reading comprehension. Structural equation modeling was carried out to evaluate how these skills operated together to produce fluent text reading and good comprehension. Evidence supported a simple reading fluency model for the early elementary school years suggesting that fluent word and text reading operate together with autonomous reading to produce good comprehension.
（a）建立一个基于实证的关于小学低年级流畅且自动阅读发展的模型；（b）确定流畅的文本阅读技能是否能为阅读理解带来超出流畅单词解码所带来的益处。一、二、三年级的儿童完成了一系列针对单词和非单词处理、文本阅读、拼写知识、自主阅读和阅读理解的阅读任务。采用结构方程模型来评估这些技能如何共同作用以产生流畅的文本阅读和良好的理解能力。证据支持了一个针对小学低年级的简单阅读流畅性模型，表明流畅的单词和文本阅读与自主阅读共同作用以产生良好的理解能力。
