Rodrigues Bruna, Ribeiro Iolanda, Cadime Irene
Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal.
School of Psychology, University of Minho, Braga, Portugal.
Read Writ. 2022 Oct 12:1-23. doi: 10.1007/s11145-022-10333-y.
Empirical research has systematically demonstrated the predictive role of reading, linguistic and metacognitive skills on reading comprehension performance. The study of the directionality of these relations and their relative contribution in the more advanced grades of primary school is an important aim for reading research, with practical implications for educational contexts. These issues are of particular relevance in semitransparent orthographies such as European Portuguese, as there is empirical evidence that these relations change over time. The goal of this study was to examine the longitudinal relations between oral reading fluency, listening comprehension, vocabulary, reading strategy use and reading comprehension in Portuguese students across grades 4 to 6. For this purpose, reciprocal-causation models with cross-lagged paths were tested using Mplus. The sample included 110 students who completed at least two assessment time points. The results indicated that there is a reciprocal relation between listening comprehension and reading comprehension, as well as between vocabulary and reading comprehension, in every grade. Oral reading fluency was a significant predictor of reading comprehension across grades 4-6, but the opposite relation was not verified. Reading strategy use in grade 5 was predicted by reading comprehension in grade 4. The results are discussed considering previous studies and their potential impact on psychoeducational practice and research. Limitations of the study and guidelines for future research are pointed out.
实证研究已系统地证明了阅读、语言和元认知技能对阅读理解表现的预测作用。研究这些关系的方向性及其在小学高年级阶段的相对贡献，是阅读研究的一个重要目标，对教育背景具有实际意义。在诸如欧洲葡萄牙语这种半透明正字法中，这些问题尤为相关，因为有实证证据表明这些关系会随时间变化。本研究的目的是考察葡萄牙学生在四年级至六年级期间，口语阅读流利度、听力理解、词汇、阅读策略运用和阅读理解之间的纵向关系。为此，使用Mplus对具有交叉滞后路径的相互因果模型进行了检验。样本包括110名至少完成了两个评估时间点的学生。结果表明，在每个年级，听力理解与阅读理解之间以及词汇与阅读理解之间都存在相互关系。口语阅读流利度是四至六年级阅读理解的显著预测因素，但相反的关系未得到证实。五年级的阅读策略运用是由四年级的阅读理解预测的。结合先前的研究对结果进行了讨论，以及它们对心理教育实践和研究的潜在影响。指出了本研究的局限性和未来研究的指导方针。
