Kim Young-Suk Grace
Florida State University and Florida Center for Reading Research, Tallahassee, USA.
Read Res Q. 2015 Oct-Dec;50(4):459-481. doi: 10.1002/rrq.107. Epub 2015 Apr 13.
The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)-how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text reading fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text reading fluency vs. word reading fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text reading fluency vs. reading comprehension. These questions were addressed using longitudinal data (two timepoints; Mean age = 5;24 & 6;08) from Korean-speaking children ( = 143). Results showed that listening comprehension was related to text reading fluency at time 2, but not at time 1. At both times text reading fluency was related to reading comprehension, and reading comprehension was related to text reading fluency over and above word reading fluency and listening comprehension. Orthographic awareness was related to text reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and grammatical knowledge were independently related to text reading fluency and reading comprehension whereas theory of mind was related to reading comprehension, but not text reading fluency. These results reveal developmental nature of relations and mechanism of text reading fluency in reading development.
主要目标是拓展我们对文本阅读流畅性（效率或自动化程度）的理解——它与其他结构（如单词阅读流畅性和阅读理解）的关系如何随时间变化，以及它与单词阅读流畅性和阅读理解有何不同。我们研究了：（1）单词阅读流畅性、听力理解、文本阅读流畅性和阅读理解之间随发育变化的关系；（2）阅读理解与文本阅读流畅性的关系；（3）文本阅读流畅性与单词阅读流畅性独特的新兴读写预测因素（即语音意识、正字法意识、形态意识、字母名称知识、词汇）；以及（4）文本阅读流畅性与阅读理解独特的语言和认知预测因素（如词汇、语法知识、心理理论）。使用来自143名讲韩语儿童的纵向数据（两个时间点；平均年龄 = 5岁2个月和6岁8个月）解决了这些问题。结果表明，听力理解在时间点2与文本阅读流畅性相关，但在时间点1不相关。在两个时间点，文本阅读流畅性都与阅读理解相关，并且阅读理解与文本阅读流畅性相关，且超出了单词阅读流畅性和听力理解。正字法意识与文本阅读流畅性相关，且超出了其他新兴读写技能和单词阅读流畅性。词汇和语法知识分别与文本阅读流畅性和阅读理解相关，而心理理论与阅读理解相关，但与文本阅读流畅性无关。这些结果揭示了阅读发展中关系的发展本质和文本阅读流畅性的机制。
