Reading fluency and reading comprehension in Spanish secondary students

  1. Marta Álvarez-Cañizo 1
  2. Elena Cueva 1
  3. Fernando Cuetos 1
  4. Paz Suárez-Coalla 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Zeitschrift:
Psicothema

ISSN: 0214-9915,  1886-144X

Datum der Publikation: 2020

Ausgabe: 32

Nummer: 1

Seiten: 75-83

Art: Artikel

DOI: 10.7334/PSICOTHEMA2019.196 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Psicothema

Ziele für nachhaltige Entwicklung

Zusammenfassung

Background: Studies of the relationship between reading fluency and reading comprehension have traditionally focused on primary schools and narrative texts. However, reading fluency continues to develop during secondary school, when the texts used most are expository texts. Method: The aim of our study was to investigate reading fluency and reading comprehension in secondary-school students, comparing two texts (i.e. narrative and expository) containing various types of sentences (i.e. declarative, adversative and enumerative sentences). Results: We found differences in reading fluency between narrative and expository texts, the expository text being read with a more marked prosody (pauses and melodic contour) suggesting that readers rely on this for their understanding. In addition, we also found a relationship between reading fluency and reading comprehension, with a greater relationship of prosodic variables with the expository text than with the narrative one. Conclusions: Our results confirm that reading fluency continues to develop during secondary school. The expository text, due to its increased difficulty, seemingly needs to lean on and exaggerate the prosody more when reading in order to understand it.

€ Finanzierung ansehen

Informationen zur Finanzierung

This study was funded by Grant PSI2015-64174-P from the Spanish Government.

Geldgeber

Bibliographische Referenzen

  • Álvarez-Cañizo, M., Suárez-Coalla, P., & Cuetos, F. (2015). The role of reading fluency in children’s text comprehension. Frontiers in Psychology, 6, 1810. https://doi.org/10.3389/fpsyg.2015.01810
  • Álvarez-Cañizo, M., Suárez-Coalla, P., & Cuetos, F. (2018). Reading prosody development in Spanish children. Reading and Writing, 31(1), 35-52. https://doi.org/10.1007/s11145-017-9768-7
  • Atria, J.J. (2014). Generate pitch object using utterance-specific thresholds: Using Hirst and Delooze’s s two-pass method [Praat script]. Retrieved from https://github.com/jjatria/plugin_jjatools.
  • Baayen, R.H. (2008). Analyzing linguistic data: A practical introduction to statistics. Cambridge (United Kingdom): Cambridge University Press.
  • Baayen, R.H., Davidson, D.J., & Bates, D.M. (2008). Mixed-effects modeling with crossed random effects for subjects and items. Journal of Memory and Language, 59, 390-412. https://doi.org/10.1016/j.ml.2007.12.005
  • Barth, A.E., Tolar, T.D., Fletcher, J.M., & Francis, D. (2014). The effects of student and text characteristics on the oral reading fluency of middle-grade students. Journal of Educational Psychology, 106(1), 162. http://dx.doi.org/10.1037/a0033826
  • Basaran, M. (2013). Reading fluency as an indicator of reading comprehension. Educational Sciences: Theory and Practice , 13(4),2287-2290.
  • Benjamin, R.G., & Schwanen flugel, P.J. (2010). Text complexity and oral reading prosody in young readers. Reading Research Quarterly, 45(4),388-404. https://doi.org/10.1598/RRQ.45.4.2
  • Best, R.M., Floyd, R.G., & McNamara, D.S. (2008). Differential competencies contributing to children’s comprehension of narrative and expository texts. Reading Psychology, 29(2), 137-164. https://doi.org/10.1080/02702710801963951
  • Boersma, P., & Weenink, D. (2018). Praat: Doing phonetics by computer (Version 6.0. 43) [Computer software]. Amsterdam: Institute of Phonetic Sciences.
  • Breen, M., Kaswer, L., Van Dyke, J.A., Krivokapić, J., & Landi, N. (2016). Imitated prosodic fluency predicts reading comprehension ability in good and poor high school readers. Frontiers in Psychology , 7, 1026. https://doi.org/10.3389/fpsyg.2016.01026
  • Brewer, W.F., & Lichtenstein, E.H. (1982). Stories are to entertain: A structural-affect theory of stories. Journal of Pragmatics, 6(5-6), 473-486. https://doi.org/10.1016/0378-2166(82)90021-2
  • Castejón, L., González-Pumariega, S., & Cuetos, F. (2015). Development of word reading fluency along primary education: A six-year follow-up. Infancia y Aprendizaje, 38(4), 842-871. https://doi.org/10.1080/02103702.2015.1076266
  • Cervetti, G.N., Bravo, M.A., Hiebert, E.H., Pearson, P.D., & Jaynes, C.A. (2009). Text genre and science content: Ease of reading, comprehension, and reader preference. Reading Psychology, 30(6), 487-511. https://doi.org/10.1080/02702710902733550
  • Cuetos, F., Arribas, D., & Ramos, J.L. (2016). PROLEC-SE-R: batería de evaluación de los procesos lectores en Secundaria y Bachillerato revisada [Prolec-R: Battery for the reading processess assessment, reviewed]. Madrid: TEA Ediciones.
  • Eason, S.H., Goldberg, L.F., Young, K.M., Geist, M.C., & Cutting, L.E. (2012). Reader-text interactions: How differential text and question types influence cognitive skills needed for reading comprehension. Journal of Educational Psychology, 104(3), 515. https://doi.org/10.1037/a0027182
  • Elvira García, W., & Roseano, P. (2014). Create pictures with tiers v.4.1. [Praat script]. Retrieved from http://stel.ub.edu/labfon/en/praat-scripts.
  • Fernández Huerta, J. (1959). Medidas sencillas de lecturabilidad [Simple measures of readability]. Consigna, 214, 29-32.
  • Fodor, J.D. (2002, April). Psicholinguistics cannot escape prosody. Paper presented at Speech Prosody 2002, Aix-en-Provence, France. Retrieved from https://www.researchgate.net/profile/Janet_Fodor/publication2891257_Psycholinguistics_Cannot_Escape_Prosody/links/09e41507c2300f3cca000000.pdf
  • Graesser, A.C., Hoffman, N.L., & Clark, L.F. (1980). Structural components of reading time.Journal of Verbal Learning and Verbal Behavior, 19(2),135-151. https://doi.org/10.1016/S0022-5371(80)90132-2
  • Hagtvet, B.E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing, 16(6), 505-539. https://doi.org/10.1023/A:1025521722900
  • Hirose, Y. (2003). Recycling prosodic boundaries. Journal of Psycholinguistic Research, 32(2), 167-195. https://doi.org/10.1023/A:1022448308035
  • Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100(2), 310. https://dx.doi.org/10.1037/0022-0663.100.2.310
  • Kocaarslan, M. (2019). The effects of reading rate, accuracy and prosody on second grade students. Acta Psychologica, 197, 86-93. https://doi.org/10.1016/j.actpsy.2019.05.005
  • Koriat, A., Kreiner, H., & Greenberg, S.N. (2002). The extraction of structure during reading: Evidence from reading prosody. Memory & Cognition, 30(2), 270-280. https://doi.org/10.3758/BF03195288
  • Kraljic, T., & Brennan, S.E. (2005). Prosodic disambiguation of syntactic structure: For the speaker or for the addressee? Cognitive Psychology, 50(2), 194-231. https://doi.org/10.1016/j.cogpsych.2004.08.002
  • Kuhn, M.R., Schwanenflugel, P.J., Morris, R.D., Morrow, L.M., Woo, D.G., Meisinger, E.B., ... & Stahl, S.A. (2006). Teaching children to become fluent and automatic readers. Journal of Literacy Research, 38(4), 357-387. https://doi.org/10.1207/s15548430jlr3804_1
  • Leikin, M., & Bouskila, O.A. (2004). Expression of syntactic complexity in sentence comprehension: A comparison between dyslexic and regular readers. Reading and Writing, 17(7-8), 801-822. https://doi.org/10.1007/s11145-004-2661-1
  • McNamara, D.S., Graesser, A.C., & Louwerse, M.M. (2012). Sources of text difficulty: Across genres and grades. In J. Sabatini, E. Albro, & T. O’Reilly (Eds.), Measuring up: Advances in how we assess reading ability (pp. 89-116). Lanham, MD: R&L Education.
  • Miller, J., & Schwanenflugel, P.J. (2006). Prosody of syntactically complex sentences in the oral reading of young children. Journal of Educational Psychology, 98(4), 839. http://dx.doi.org/10.1037/0022-0663.98.4.839
  • Miller, J., & Schwanen flugel, P.J. (2008). A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early elementary school children.Reading Research Quarterly, 43(4),336-354. https://doi.org/10.1598/RRQ.43.4.2
  • Mokhtari, K., & Thompson, H.B. (2006). How problems of readingfluency and comprehension are related to difficulties in syntactic awareness skills among fifth graders. Literacy Research and Instruction , 46(1),73-94. https://doi.org/10.1080/19388070609558461
  • National Reading Panel (US), National Institute of Child Health, & Human Development (US) (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health.
  • O’Connor, R. E. (2018). Reading fluency and students with reading disabilities: How fast is fast enough to promote reading comprehension? Journal of Learning Disabilities, 51(2), 124-136. https://doi.org/10.1177/0022219417691835
  • Paige, D.D., Rasinski, T., Magpuri-Lavell, T., & Smith, G.S. (2014). Interpreting the relationships among prosody, automaticity, accuracy, and silent reading comprehension in secondary students. Journal of Literacy Research, 46(2), 123-156. https://doi.org/10.1177/1086296X14535170
  • Paige, D., Magpuri-Lavell, T., Rasinski, T., & Rupley, W. (2015). Fluency differences by text genre in proficient and struggling secondary students. Advances in Literary Study, 3(04), 102. https://dx.doi. org/10.4236/als.2015.34016
  • Paige, D.D., Rupley, W.H., Smith, G.S., Rasinski, T.V., Nichols, W., & Magpuri-Lavell, T. (2017). Is prosodic reading a strategy for comprehension? Journal for Educational Research Online/Journal für Bildungsforschung Online, 9(2), 245-275.
  • Paige, D.D. (2011). Engaging struggling adolescent readers through situational interest: A model proposing the relationships among extrinsic motivation, oral reading proficiency, comprehension, and academic achievement. Reading Psychology, 32(5), 395-425. https:// doi.org/10.1080/02702711.2010.495633
  • Paige, D.D., Rasinski, T.V., & Magpuri-Lavell, T. (2012). Is fluent, expressive reading important for high school readers? Journal of Adolescent & Adult Literacy, 56(1), 67-76. https://doi.org/10.1002/JAAL.00103
  • Pikulski, J.J., & Chard, D.J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510-519. https:// doi.org/10.1598/RT.58.6.2
  • R Core Team (2019). R: A language and environment for statistical computing (Version 3.5.3) [Computer software]. Retrieved from https:// www.R-project.org/.
  • Rasinski, T., & Padak, N.D. (2005). Fluency beyond the primary grades: Helping adolescent struggling readers. Voices from the Middle, 13(1), 34.
  • Rasinski, T.V., Padak, N.D., McKeon, C.A., Wilfong, L.G., Friedauer, J.A., & Heim, P. (2005). Is reading fluency a key for successful high school reading? Journal of Adolescent & Adult Literacy, 49(1), 22-27. https:// doi.org/10.1598/JAAL.49.1.3
  • Rasinski, T.V., Reutzel, D.R., Chard, D., & Linan-Thompson, S. (2011). Reading Fluency. In M.L. Kamil, P.D. Pearson, E.B. Moje & P. Afflerbach (Eds.), Handbook of reading research (pp. 286-319). Mahwah, NJ: Erlbaum.
  • Rasinski, T. V. (2004). Assessing reading fluency. Honolulu, HI: Pacific Resources for Education and Learning (PREL).
  • Ravid, D., & Mashraki, Y. E. (2007). Prosodic reading, reading comprehension and morphological skills in Hebrew-speaking fourth graders. Journal of Research in Reading, 30(2), 140-156. https://doi. org/10.1111/j.1467-9817.2007.00340.x
  • Schrauben, J. E. (2010). Prosody’s contribution to fluency: An examination of the theory of automatic information processing. Reading Psychology, 31(1), 82-92. https://doi.org/10.1080/02702710902753996
  • Schwanenflugel, P.J., Brock, M., Tanaka, V., Westmoreland, M., & Mon, S. (2016, July). Influence of passage genre on reading prosody. Paper presented at Twenty-Third Annual Meeting Society for the Society for the Scientific Study of Reading, Porto, Portugal.
  • Schwanenflugel, P.J., Meisinger, E.B., Wisenbaker, J.M., Kuhn, M.R., Strauss, G.P., & Morris, R.D. (2006). Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly, 41(4), 496-522. https://doi.org/10.1598/RRQ.41.4.4
  • Seymour, P.H., Aro, M., & Erskine, J.M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94(2), 143- 174. https://doi.org/10.1348/000712603321661859
  • Snedeker, J., & Trueswell, J. (2003). Using prosody to avoid ambiguity: Effects of speaker awareness and referential context. Journal of Memory and Language, 48(1), 103-130. https://doi.org/10.1016/S0749- 596X(02)00519-3
  • Suárez-Coalla, P., & Cuetos, F. (2012). Reading strategies in Spanish developmental dyslexics. Annals of Dyslexia, 62(2), 71-81. https://doi. org/10.1007/s11881-011-0064-y
  • Suárez-Coalla, P., Álvarez-Cañizo, M., Martínez, C., García, N., & Cuetos, F. (2016). Reading prosody in Spanish dyslexics. Annals of Dyslexia, 66(3), 275-300. https://doi.org/10.1007/s11881-016- 0123-5
  • Szigriszt-Pazos, F. (1993). Sistemas predictivos de legibilidad del mensaje escrito: fórmula de perspicuidad [Readability predictive systems of the written message: Formula perspicuity] (Doctoral dissertation). Universidad Complutense de Madrid. Retrieved from http://biblioteca. ucm.es/tesis/19911996/S/3/S3019601.pdf
  • Veenendaal, N.J., Groen, M.A., & Verhoeven, L. (2014). The role of speech prosody and text reading prosody in children’s reading comprehension. British Journal of Educational Psychology, 84(4), 521-536. https://doi.org/10.1111/bjep.12036
  • Zutell, J., & Rasinski, T.V. (1991). Training teachers to attend to their students’ oral reading fluency. Theory into Practice, 30(3), 211-217. https://doi.org/10.1080/00405849109543502
Fuente de los datos: Dialnet