在小学低年级阶段成为一名流利且能自动阅读的读者。
Becoming a fluent and automatic reader in the early elementary school years.
作者信息
Schwanenflugel Paula J, Meisinger Elizabeth B, Wisenbaker Joseph M, Kuhn Melanie R, Strauss Gregory P, Morris Robin D
机构信息
University of Georgia, Athens, USA.
出版信息
Read Res Q. 2006 Oct 1;41(4):496-522. doi: 10.1598/RRQ.41.4.4.
Abstract
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.
摘要
本研究的目标是
（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。
相似文献
1
Becoming a fluent and automatic reader in the early elementary school years.在小学低年级阶段成为一名流利且能自动阅读的读者。
Read Res Q. 2006 Oct 1;41(4):496-522. doi: 10.1598/RRQ.41.4.4.
2
Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text.有助于流畅阅读（非）单词列表和文本的词间处理和文本层面技能。
Read Writ. 2025;38(3):671-697. doi: 10.1007/s11145-024-10533-8. Epub 2024 Apr 3.
3
Paths to reading comprehension in at-risk second-grade readers.高危二年级读者的阅读理解之路。
J Learn Disabil. 2006 Jul-Aug;39(4):334-51. doi: 10.1177/00222194060390040701.
4
Preliminary validation of FastaReada as a measure of reading fluency.FastaReada作为阅读流畅性衡量指标的初步验证。
Front Psychol. 2015 Oct 27;6:1634. doi: 10.3389/fpsyg.2015.01634. eCollection 2015.
5
Becoming a Fluent Reader: Reading Skill and Prosodic Features in the Oral Reading of Young Readers.成为流利阅读者：年轻读者朗读中的阅读技巧与韵律特征
J Educ Psychol. 2004 Mar 1;96(1):119-129. doi: 10.1037/0022-0663.96.1.119.
6
Silent Reading Fluency and Comprehension in Bilingual Children.双语儿童的默读流畅性与阅读理解
Front Psychol. 2016 Aug 31;7:1265. doi: 10.3389/fpsyg.2016.01265. eCollection 2016.
7
The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014.阅读流畅性干预对学习障碍小学生阅读流畅性和阅读理解表现的影响：2001年至2014年研究综述
J Learn Disabil. 2017 Sep/Oct;50(5):576-590. doi: 10.1177/0022219416638028. Epub 2016 Apr 11.
8
Teaching Children to Become Fluent and Automatic Readers.教孩子成为流利且自主的阅读者。
J Lit Res. 2006 Jan 1;38(4):357-387. doi: 10.1207/s15548430jlr3804_1.
9
Text Reading Fluency and Text Reading Comprehension Do Not Rely on the Same Abilities in University Students With and Without Dyslexia.阅读流畅性和阅读理解能力在有阅读障碍和无阅读障碍的大学生中并非依赖相同的能力。
Front Psychol. 2022 May 9;13:866543. doi: 10.3389/fpsyg.2022.866543. eCollection 2022.
10
Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?口语/文本阅读流畅性是通往阅读理解的“桥梁”吗？
Read Writ. 2014 Jan 1;27(1):79-99. doi: 10.1007/s11145-013-9434-7.
引用本文的文献
1
Characterization of reading processes in Brazilian adolescents: development of criteria for identifying students at risk for dyslexia.巴西青少年阅读过程的特征：识别诵读困难风险学生标准的制定。
Front Psychol. 2025 Jul 9;16:1477896. doi: 10.3389/fpsyg.2025.1477896. eCollection 2025.
2
Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text.有助于流畅阅读（非）单词列表和文本的词间处理和文本层面技能。
Read Writ. 2025;38(3):671-697. doi: 10.1007/s11145-024-10533-8. Epub 2024 Apr 3.
3
Insights into Fluency Instruction: Short- and Long-term Effects of Two Reading Programs.流利度教学的见解：两种阅读计划的短期和长期效果
Lit Res Instr. 2009;48(4):318-336. doi: 10.1080/19388070802422415. Epub 2009 Aug 25.
4
The Contributions of Reading Fluency and Decoding to Reading Comprehension for Struggling Readers in the Fourth Grade.四年级阅读困难学生的阅读流畅性和解码能力对阅读理解的贡献。
Read Writ Q. 2019;35(3):179-192. doi: 10.1080/10573569.2018.1521758. Epub 2019 Jan 18.
5
The Relationship Between Reading Fluency and Arithmetic Fact Fluency and Their Shared Cognitive Skills: A Developmental Perspective.阅读流畅性与算术运算流畅性之间的关系及其共享的认知技能：发展视角
Front Psychol. 2019 May 31;10:1281. doi: 10.3389/fpsyg.2019.01281. eCollection 2019.
6
The Role of Visual-Spatial Abilities in Dyslexia: Age Differences in Children's Reading?视觉空间能力在阅读障碍中的作用：儿童阅读中的年龄差异？
Front Psychol. 2016 Dec 21;7:1997. doi: 10.3389/fpsyg.2016.01997. eCollection 2016.
7
The real-time prediction and inhibition of linguistic outcomes: Effects of language and literacy skill.语言结果的实时预测与抑制：语言和读写能力的影响。
Acta Psychol (Amst). 2016 Nov;171:72-84. doi: 10.1016/j.actpsy.2016.09.009. Epub 2016 Oct 7.
8
Letter-Sound Reading: Teaching Preschool Children Print-to-Sound Processing.字母发音阅读：教学龄前儿童进行印刷体到语音的转换
Early Child Educ J. 2016 Feb 1;44(1):11-19. doi: 10.1007/s10643-014-0685-y. Epub 2015 Jan 1.
9
Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension.基于组件的阅读流畅性发展模型：单词阅读流畅性、文本阅读流畅性和阅读理解预测因素的调查
Read Res Q. 2015 Oct-Dec;50(4):459-481. doi: 10.1002/rrq.107. Epub 2015 Apr 13.
10
Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of its Mediating Role for Children from Grades 1 to 4.作为阅读发展中一个概念的文本（口头）阅读流畅性：对一至四年级儿童其中介作用的调查。
Sci Stud Read. 2015;19(3):224-242. doi: 10.1080/10888438.2015.1007375.
本文引用的文献
1
Explaining the variance in reading ability in terms of psychological processes: What have we learned?从心理过程角度解释阅读能力的差异：我们学到了什么？
Ann Dyslexia. 1985 Jan;35(1):67-96. doi: 10.1007/BF02659181.
2
Is phonology bypassed in normal or dyslexic development?语音是否在正常或阅读障碍发展中被绕过？
Ann Dyslexia. 1987 Jan;37(1):62-89. doi: 10.1007/BF02648060.
3
How children learn to read and why they fail.儿童如何学习阅读以及他们为何失败。
Ann Dyslexia. 1996 Jan;46(1):1-20. doi: 10.1007/BF02648168.
4
Toward a definition of dyslexia.迈向阅读障碍的定义。
Ann Dyslexia. 1995 Jan;45(1):1-27. doi: 10.1007/BF02648210.
5
Becoming a Fluent Reader: Reading Skill and Prosodic Features in the Oral Reading of Young Readers.成为流利阅读者：年轻读者朗读中的阅读技巧与韵律特征
J Educ Psychol. 2004 Mar 1;96(1):119-129. doi: 10.1037/0022-0663.96.1.119.
6
Naming-speed processes, timing, and reading: a conceptual review.命名速度加工、时间知觉与阅读：概念性综述
J Learn Disabil. 2000 Jul-Aug;33(4):387-407. doi: 10.1177/002221940003300409.
7
Performance of elementary-grade African American students on the Gray Oral Reading Tests.小学阶段非裔美国学生在格雷口语阅读测试中的表现。
Lang Speech Hear Serv Sch. 2004 Apr;35(2):141-54. doi: 10.1044/0161-1461(2004/015).
8
Negative priming effects in children engaged in nonspatial tasks: evidence for early development of an intact inhibitory mechanism.参与非空间任务的儿童中的负启动效应：完整抑制机制早期发展的证据。
Dev Psychol. 2004 Mar;40(2):191-203. doi: 10.1037/0012-1649.40.2.191.
9
Interference effects of Stroop color-word test in childhood, adulthood, and aging.儿童期、成年期和老年期的斯特鲁色词测验干扰效应。
J Genet Psychol. 1962 Mar;100:47-53. doi: 10.1080/00221325.1962.10533572.
10
Genetic and environmental influences on individual differences in printed word recognition.遗传和环境对印刷文字识别个体差异的影响。
J Exp Child Psychol. 2003 Feb;84(2):97-123. doi: 10.1016/s0022-0965(02)00181-9.
Zotero 插件