Sources of Individual Differences in Reading Comprehension and Reading Fluency.

Abstract

This study examined the common and distinct contributions of context-free and context reading skill to reading comprehension and the contributions of context-free reading skill and reading comprehension to context fluency. The 113 4th-grade participants were measured in reading comprehension, read aloud a folktale, and read aloud the folktale's words in a random list. Fluency was scaled as speed (words read correctly in 1 min) and time (seconds per correct word). Relative to list fluency, context fluency was a stronger predictor of comprehension. List fluency and comprehension each uniquely predicted context fluency, but their relative contributions depended on how fluency was scaled (time or speed). Results support the conclusion that word level processes contribute relatively more to fluency at lower levels while comprehension contributes relatively more at higher levels.

Text comprehension in Czech fourth-grade children with dyslexia

“…This presumption will need to be supported by further research. To sum up, similarly to Jenkins et al (2003), we can state that no matter if the decoding is measured by reading isolated words or words in context, the deficiency of children with dyslexia is always visible.…”

“…Nicholson, 1991;Jenkins et al, 2003;Ardoin et al, 2013). If we take into consideration the number of words read within the oneminute time limit, these studies mention higher test scores for reading words in context for both beginners and advanced readers (Nicholson, 1991;Jenkins et al, 2003).…”

The Effects of Choral Repeated Reading on Foreign Language Reading Fluency of Words in Connected and Disconnected Text

“…rapid automatized letters naming, grapheme-phoneme connections, phonemic blending, decoding non-sense words, decoding words in disconnected and connected text). Jenkins et al (2003) analyzed the relationships between the levels of RF to reading comprehension and found that RF in connected text is the best predictor for reading comprehension, accounting for 41% of unique variance above reading fluency of words in disconnected text. The outcome of their research is consistent with other studies that found the ability to read fluently a connected text to account for most of the variance in predicting proficiency in reading comprehension, compared with reading fluently words in disconnected texts in the native language (L1) (e.g.…”

Actes du Symposium international sur la litéracie à l’école = International Symposium for Educational Literacy (SILE/ISEL)

“…Cutting & Scarborough, 2006;Caravolas, Volín, & Hulme, 2005). Recently, the unique contribution of word reading in and out of the context has also been discussed (Jenkins, Fuchs, van den Broek, Espin, & Deno, 2003;Ardoin et al, 2013). …”