Letter knowledge predicts Grade 4 reading fluency and reading comprehension

Leppänen, Ulla; Aunola, Kaisa; Niemi, Pekka; Nurmi, Jari‐Erik

doi:10.1016/j.learninstruc.2007.11.004

Cited by 117 publications

(97 citation statements)

References 52 publications

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“…However, some specific cognitive skills have been shown to be reliable in predicting reading fluency (i.e., speed of accurate response to oral reading tasks). These predictors include letter knowledge (e.g., Georgiou, Torppa et al, 2012;Leppänen et al, 2008;Torppa et al, 2007;, phonological awareness (Al Oitaba & Fuchs, 2002;Mathes et al, 2005;Torppa et al, 2007;), vocabulary (Al Oitaba & Fuchs, 2006), verbal memory (Al Oitaba & Fuchs, 2006, autoregressor of reading (Hammil, 2004;Torppa et al, 2013) and RAN (Al Oitaba & Fuchs, 2002;Georgiou, Parrila & Papadopoulos, 2008;Lepola et al, 2005;Mathes et al, 2005;Scheltinga et al, 2010;Torppa et al, 2013); however, these predictors may be different for children with typically developing reading fluency and for those at risk for reading difficulties . According to several results from studies on transparent orthographies, RAN has emerged as the most effective predictor of reading fluency (Aarnoutse et al, 2005;Georgiou, Parrila, & Papadopoulos, 2008;Scheltinga et al, 2010;Torppa et al, 2007;.…”

Section: The Effect Of Ran In Reading Fluency Interventionmentioning

confidence: 99%

“…The overwhelming majority of the studies predicting reading in transparent languages have concentrated on the early phases of reading development. This means that studies on reading in Finnish after second or third grade are almost nonexistent (for an exception, see or they have not included RAN as a predictor (e.g., Leppänen, Aunola, Niemi, & Nurmi, 2008). Based on the findings presented above, it could be argued that reading performance in the early stages of reading is qualitatively different from that manifested in the later phases of reading, while the correlates of reading may also have a different weight in the later phases than at the beginning of reading instruction.…”

Section: Ran and Reading In Orthographies Varying In Transparencymentioning

confidence: 99%

See 1 more Smart Citation

Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade

Heikkilä

Aro

Närhi

et al. 2013

Scientific Studies of Reading

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This research evaluated the ability to retrieve and fluently name serially presented familiar items, known as rapid automatized naming (RAN), as an underlying skill in reading disability and its role in a reading fluency intervention. The specificity of RAN on reading was examined in two studies among children with learning difficulties. These two studies showed that RAN was most strongly related to reading disabilities (RD), and less clearly related to math or attention deficits. This was especially true when RD was defined as reading speed or fluency. The association between RAN and RD was also examined within the framework of the double-deficit hypothesis (DDH), in which RAN is assumed to contribute independently to RD along with phonological awareness. The results among children with learning difficulties supported the DDH in that RAN was not related to phonological awareness but had a unique connection with reading fluency and speed. Children with double-deficit performed poorer in reading and spelling skills compared to the groups with a single deficit or controls. The reading fluency intervention, conducted among children with poor reading skill, showed significant effects on the repeated recognition of sublexical units (syllables). Moreover, a wordlevel transfer effect, which was also the strongest syllable-level intervention effect, was found for infrequent syllables. Reading fluency gains were greatest for the children with the lowest pre-intervention reading skills. The results showed that although RAN was associated with initial reading speed, it did not have an effect on the intervention gains. These studies strengthen the role of RAN as an independent skill underlying reading disabilities in a transparent language (Finnish) where reading disabilities are most strongly manifested as dysfluent reading. While comorbid learning problems were common and should be acknowledged in the assessment and intervention of reading, the slow naming speed found here indicated deficits specific to reading fluency. Despite the persistent nature of naming and reading fluency deficits, reading fluency does not seem to be resistant to intervention even when accompanied with naming speed deficits.Keywords: rapid automatized naming, reading disabilities, reading fluency, reading speed, learning disability, comorbidity, reading intervention Tämän tutkimuksen keskiössä olivat lukemisen sujuvuus sekä nopea sarjallinen nimeäminen (rapid automatized naming, RAN), kyky hakea mielestä ja nimetä sujuvasti sarjallisessa muodossa esitettyjä tuttuja nimikkeitä. Tässä tutkimuksessa arvioitiin erityisesti RAN:n roolia lukemisvaikeuksien taustataitona sekä sen yhteyttä lukemisen sujuvuuden kuntouttamiseen. RAN:n spesifiä yhteyttä lukemiseen tutkittiin kahdessa osatutkimuksessa, joiden kohderyhmänä olivat kouluikäiset oppimisvaikeuksiset lapset. Tulokset osoittivat, että RAN oli matematiikan ja tarkkavuuden ongelmia vahvemmin yhteydessä lukemisvaikeuksiin, erityisesti kun lukemisvaikeus oli määritelty lukemisen nopeuden tai suj...

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Section: The Effect Of Ran In Reading Fluency Interventionmentioning

confidence: 99%

Section: Ran and Reading In Orthographies Varying In Transparencymentioning

confidence: 99%

Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade

Heikkilä

Aro

Närhi

et al. 2013

Scientific Studies of Reading

View full text Add to dashboard Cite

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“…The students with reading disabilities have reading fluency changed and problems with reading comprehension as a result of changes in phonological awareness and low capacity for storing information in working memory [8][9][10].…”

Section: Introductionmentioning

confidence: 99%

Desempenho de escolares em consciência fonológica, nomeação rápida, leitura e escrita

Capellini

Lanza²

2010

Pró-Fono R. Atual. Cient.

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TEMA: consciência fonológica, nomeação rápida, leitura e escrita em escolares de ensino público com dificuldades de aprendizagem. OBJETIVO: caracterizar e comparar o desempenho de escolares com e sem dificuldades de aprendizagem do ensino público municipal em consciência fonológica, nomeação rápida, leitura e escrita. MÉTODO: participaram deste estudo 60 escolares de 2ª a 4ª séries de escola de ensino público municipal, distribuídos em 6 grupos, sendo cada grupo composto por 10 escolares, divididos em 3 subgrupos de escolares sem dificuldades de aprendizagem e 3 subgrupos de escolares com dificuldades de aprendizagem. Como procedimentos, foram realizadas provas de: nomeação automática rápida, consciência fonológica e leitura oral e escrita sob ditado. RESULTADOS: os resultados deste estudo evidenciaram desempenho superior dos escolares sem dificuldades de aprendizagem em relação àqueles com dificuldades. Os escolares com dificuldades de aprendizagem apresentaram maior relação velocidade/tempo em tarefas de nomeação e, consequentemente, desempenho inferior em tarefas de consciência fonológica e leitura e escrita de palavras isoladas quando comparados aos sem dificuldades de aprendizagem. CONCLUSÃO: os escolares com dificuldades de aprendizagem apresentaram comprometimento na relação entre as capacidades de nomeação e automatização dos estímulos apresentados com a capacidade de acesso lexical, discriminação visual, frequência de uso dos estímulos e competição para a apresentação do menor tempo possível na nomeação dos códigos necessários para o estabelecimento do mecanismo de conversão fonema-grafema, exigido para a realização da leitura e escrita em um sistema alfabético como o Português.

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“…Dette er en nødvendig, men ikke tilstrekkelig forutsetning for leseflyt. I og med at ordkjeder har vist seg å korrelere med leseflyt på 4. trinn (r = 0,56) i Finland (Leppänen, Aunola, Niemi & Nurmi, 2008), kan vi anta at ordkjedeprøven også kan gi oss en indikasjon på elevenes leseflyt.…”

Section: Innledningunclassified

5 Ordgjenkjenning og leseforståelse hos elever på 4. og 5. trinn

Lundetræ¹,

Mossige²

2017

Klar Framgang!

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5Ordgjenkjenning og leseforståelse hos elever på 4. og 5. trinn KJERSTI LUNDETRAE OG MARGUNN MOSSIGE SAMMENDRAG For å undersøke i hvilken grad ordlesingsferdigheter kan forklare elevenes leseforståelse, har man i den norske versjonen av PIRLS inkludert en ordkjedeprøve som tester elevenes ordgjenkjenning. I denne artikkelen undersøkes sammenhengen mellom ordgjenkjenning og leseforståelse på 4. og 5. trinn. Sammenhengen mellom ordgjenkjenning og leseforståelse er sterkest på 4. trinn, men på begge trinn er det signifikante forskjeller i ordgjenkjenning mellom elever på ulike mestringsnivå i leseforståelse. Det er også signifikante forskjeller i leseforståelse mellom elever på ulike nivå av ordgjenkjenning. Artikkelen drøfter mulige konsekvenser for leseopplaeringen på 4. og 5. trinn. NØKKELORD ordgjenkjenning | leseforståelse | leseflyt | ordkjedeprøveABSTRACT In order to gauge the extent to which word reading skills can explain students' reading comprehension, the Norwegian version of PIRLS includes a word chain test that examines word recognition skills in students. In this article we examine the connection between word recognition and reading comprehension of students in grades 4 and 5. The correlation between word recognition and reading comprehension is strongest in grade 4, but in both grades there are significant differences in word recognition skills between students at different levels of mastery in reading comprehension. The results also show significant differences in reading comprehension between students at different levels of word recognition. In the article, possible consequences for the teaching of reading in grades 4 and 5 are discussed.KEYWORDS word recognition | reading comprehension | reading fluency | word chain test

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Letter knowledge predicts Grade 4 reading fluency and reading comprehension

Cited by 117 publications

References 52 publications

Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade

Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade

Desempenho de escolares em consciência fonológica, nomeação rápida, leitura e escrita

5 Ordgjenkjenning og leseforståelse hos elever på 4. og 5. trinn

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