The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of Its Mediating Role for Children From Grades 1 to 4
Open accessAbstract
In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4, and employing structural equation models. Results showed that the role of text reading fluency changes over time as children's reading proficiency develops. In the beginning phase of reading development (Grade 1), text reading fluency was not independently related to reading comprehension over and above word reading fluency and listening comprehension. In Grades 2 to 4, however, text reading fluency completely mediated the relation between word reading fluency and reading comprehension whereas it partially mediated the relation between listening comprehension and reading comprehension. These results suggest that text reading fluency is a dissociable construct that plays a developmentally changing role in reading acquisition.
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Cites
Hoover, W. A., & Gough, P. B. (1990) · Reading and Writing · doi:10.1007/bf00401799 · Cited by 2,956
Foundation literacy acquisition in European orthographies
Seymour, P. H. K., Aro, M., Erskine, J. M., & collaboration with COST Action A8 network (2003) · British Journal of Psychology · doi:10.1348/000712603321661859 · Cited by 2,601
Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0503_4 · Cited by 545
Does growth rate in oral reading fluency matter in predicting reading comprehension achievement?
Kim, Y.-S., Petscher, Y., Schatschneider, C., & Foorman, B. (2010) · Journal of Educational Psychology · doi:10.1037/a0019643 · Cited by 216
Self-citation
Cited by
Kim, Y.-S. G. (2017) · Scientific Studies of Reading · doi:10.1080/10888438.2017.1291643 · Cited by 393
Self-citationToward Integrative Reading Science: The Direct and Indirect Effects Model of Reading
Kim, Y.-S. G. (2020) · Journal of Learning Disabilities · doi:10.1177/0022219420908239 · Cited by 166
Self-citationMerke, S., Ganushchak, L., & van Steensel, R. (2024) · Educational Research Review · doi:10.1016/j.edurev.2023.100572 · Cited by 15
Metadata
- Authors
- Kim, Y.-S. G., & Wagner, R. K.
- Venue
- Scientific Studies of Reading
- Publisher
- Informa UK Limited
- Published
- 2015-02-24
- Volume
- 19
- Issue
- 3
- Pages
- 224-242
- ISSN
- 1088-8438 (ISSN-L)
- 1532-799X
- OpenAlex
- W1999039693
- Cited by
- 180
- References
- 4
- FWCI
- 33.64
- Type
- journal article
- Language
- en
- Open access
- green
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