Publication
Influence of fluency, vocabulary, and reasoning on reading comprehension
| Summary: | The present study aims to investigate the effect of fluency, vocabulary and reasoning on reading comprehension in students of the second (n = 76), and fourth (n = 83) grades. It were administered: the Reading Comprehension Test (TCL – Teste de Compreensão da Leitura; Cadime et al., 2013), the Reading Fluency Test (TLF – Teste de Fluência de Leitura; Ribeiro, et al., in press), the Vocabulary subtest from the Wechsler Intelligence Scale for Children (WISC – III; Wechsler, 2003), and the Incomplete Sentences Test (Frases Incompletas – Brito & Almeida, 2009). Results indicated that the three variables are correlated with reading comprehension and that the effect size varies according to the school grade, decreasing for higher grades. Multiple linear regression analyses revealed that, in second grade, all three variables were statically significant predictors and that the model explained 52.3% of the variance in reading comprehension. In the fourth grade, the model explained 20.3% of the variance in reading comprehension, but verbal reasoning was the only significant predictor. The results are discussed and limitations and guidelines for future research are presented. |
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| Main Authors: | Freitas, Tânia Catarina da Silva |
| Subject: | Reading comprehension Reading fluency Vocabulary Reasoning Compreensão da leitura Fluência Vocabulário Raciocínio Ciências Sociais::Psicologia |
| Year: | 2014 |
| Country: | Portugal |
| Document type: | master thesis |
| Access type: | restricted access |
| Associated institution: | Universidade do Minho |
| Language: | English |
| Origin: | RepositóriUM - Universidade do Minho |
| Summary: | The present study aims to investigate the effect of fluency, vocabulary and reasoning on reading comprehension in students of the second (n = 76), and fourth (n = 83) grades. It were administered: the Reading Comprehension Test (TCL – Teste de Compreensão da Leitura; Cadime et al., 2013), the Reading Fluency Test (TLF – Teste de Fluência de Leitura; Ribeiro, et al., in press), the Vocabulary subtest from the Wechsler Intelligence Scale for Children (WISC – III; Wechsler, 2003), and the Incomplete Sentences Test (Frases Incompletas – Brito & Almeida, 2009). Results indicated that the three variables are correlated with reading comprehension and that the effect size varies according to the school grade, decreasing for higher grades. Multiple linear regression analyses revealed that, in second grade, all three variables were statically significant predictors and that the model explained 52.3% of the variance in reading comprehension. In the fourth grade, the model explained 20.3% of the variance in reading comprehension, but verbal reasoning was the only significant predictor. The results are discussed and limitations and guidelines for future research are presented. |
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