Audiology and Speech Pathology Programme, School of Health Sciences, Universiti Sains Malaysia, 16150, Kubang Kerian, Kelantan, Malaysia.
Audiology and Speech Pathology Programme, School of Health Sciences, Universiti Sains Malaysia, 16150, Kubang Kerian, Kelantan, Malaysia.
Int J Pediatr Otorhinolaryngol. 2020 May;132:109907. doi: 10.1016/j.ijporl.2020.109907. Epub 2020 Jan 28.
Language disorders can affect reading skills contributing to poor academic achievements. As such, it is vital for speech language pathologists to identify the potential language-based reading problems among children. To achieve this, specific reading assessments should be developed and studied. Thus, the present study aimed to determine the effects of gender and academic achievement on oral reading fluency (ORF) and silent reading fluency (SRF) among Year 2 Malaysian children.
In this study that employed a comparative design, fifty-nine typically developing Malaysian children (24 boys, aged from 8 years, 0 months to 8 years, 11 months) were enrolled. They were chosen from three different classrooms (consisting of high achieving, medium achieving and low achieving students, respectively) in a primary school. Their ORF and SRF skills were assessed according to the established methods.
As revealed by two-way ANOVA results, both ORF and SRF scores were found to be comparable between boys and girls (p > 0.05). In contrast, ORF and SRF results between the three classrooms were significantly different from each other (p < 0.05).
The present study provides the first report on oral and silent reading fluency skills among Year 2 Malaysian school children. While the gender effect was insignificant, low achieving students showed poorer reading fluency skills. The preliminary normative data for ORF and SRF provided by the present study are beneficial for future research applications.
语言障碍会影响阅读技能，从而导致学业成绩不佳。因此，言语语言病理学家必须识别儿童潜在的基于语言的阅读问题。为此，应该开发和研究特定的阅读评估。因此，本研究旨在确定性别和学业成绩对马来西亚二年级儿童朗读流畅度（ORF）和默读流畅度（SRF）的影响。
在这项采用比较设计的研究中，招募了 59 名典型的马来西亚发展中儿童（24 名男孩，年龄从 8 岁 0 个月到 8 岁 11 个月）。他们是从一所小学的三个不同教室（分别由高成就、中等成就和低成就学生组成）中选择的。根据既定的方法评估他们的 ORF 和 SRF 技能。
双向方差分析结果显示，男孩和女孩的 ORF 和 SRF 得分均无差异（p>0.05）。相比之下，三个教室之间的 ORF 和 SRF 结果存在显著差异（p<0.05）。
本研究首次报告了马来西亚二年级学生的朗读和默读流畅度技能。虽然性别影响不显著，但低成就学生的阅读流畅度较差。本研究提供的 ORF 和 SRF 的初步规范数据有利于未来的研究应用。
