ERIC Number: EJ879803
Record Type: Journal
Publication Date: 2010-May
Abstractor: As Provided
Reference Count: 0
Revisiting Assumptions about the Relationship of Fluent Reading to Comprehension: Spanish-Speakers' Text-Reading Fluency in English
Crosson, Amy C.; Lesaux, Nonie K.
Reading and Writing: An Interdisciplinary Journal, v23 n5 p475-494 May 2010
Despite the growing body of research investigating the nature of text-reading fluency and its relationship to comprehension among monolingual children, very little is known about text-reading fluency for language minority (LM) learners reading in English. The present study investigated the nature of text-reading fluency--its relationship to reading comprehension and its predictors--for 76 Spanish-speaking LM fifth graders. Text-reading fluency explained unique variance in reading comprehension above and beyond word-reading fluency and oral language competencies, but its effect was not robust. The impact of text-reading fluency on comprehension was moderated by an interaction such that only students with proficient text-reading fluency "and" well-developed oral language demonstrated skilled comprehension. Word-reading fluency and decoding skill were significant predictors of text-reading fluency. The results suggest that existing assumptions about the relationship between text-reading fluency and comprehension may not readily apply to LM learners.
Descriptors: Language Minorities, Reading Comprehension, Reading Fluency, Oral Language, Monolingualism, Grade 5, Reading Instruction, English, Predictor Variables, Decoding (Reading)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5
Authoring Institution: N/A