朗读流畅性、默读流畅性与阅读理解之间的关系：一年级读者的潜在变量研究
Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers.
作者信息
Wagner Richard K
出版信息
Sci Stud Read. 2011 Jul;15(4):338-362. doi: 10.1080/10888438.2010.493964.
Abstract
The present study examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models (SEM) with latent variables using data from 316 first-grade students, (1) silent and oral reading fluency were found to be related yet distinct forms of reading fluency; (2) silent reading fluency predicted reading comprehension better for skilled readers than for average readers; (3) list reading fluency predicted reading comprehension better for average readers than for skilled readers; and (4) listening comprehension predicted reading comprehension better for skilled readers than for average readers.
摘要
本研究考察了朗读和默读流畅性及其与阅读理解的关系。在一系列使用316名一年级学生数据的含潜在变量的结构方程模型（SEM）中，（1）默读流畅性和朗读流畅性是相关但不同的阅读流畅性形式；（2）对于熟练读者，默读流畅性比平均水平读者能更好地预测阅读理解；（3）对于平均水平读者，清单阅读流畅性比熟练读者能更好地预测阅读理解；（4）对于熟练读者，听力理解比平均水平读者能更好地预测阅读理解。
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