Silent reading fluency and comprehension in bilingual children
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In: Frontiers in Psychology, Vol. 7, No. AUG, 01265, 31.08.2016.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Silent reading fluency and comprehension in bilingual children
AU - O'Brien, Beth A.
AU - Wallot, Sebastian
PY - 2016/8/31
Y1 - 2016/8/31
N2 - This paper focuses on reading fluency by bilingual primary school students, and the relation of text fluency to their reading comprehension. Group differences were examined in a cross-sectional design across the age range when fluency is posed to shift from word-level to text-level. One hundred five bilingual children from primary grades 3, 4, and 5 were assessed for English word reading and decoding fluency, phonological awareness, rapid symbol naming, and oral language proficiency with standardized measures. These skills were correlated with their silent reading fluency on a self-paced story reading task. Text fluency was quantified using non-linear analytic methods: recurrence quantification and fractal analyses. Findings indicate that more fluent text reading appeared by grade 4, similar to monolingual findings, and that different aspects of fluency characterized passage reading performance at different grade levels. Text fluency and oral language proficiency emerged as significant predictors of reading comprehension.
AB - This paper focuses on reading fluency by bilingual primary school students, and the relation of text fluency to their reading comprehension. Group differences were examined in a cross-sectional design across the age range when fluency is posed to shift from word-level to text-level. One hundred five bilingual children from primary grades 3, 4, and 5 were assessed for English word reading and decoding fluency, phonological awareness, rapid symbol naming, and oral language proficiency with standardized measures. These skills were correlated with their silent reading fluency on a self-paced story reading task. Text fluency was quantified using non-linear analytic methods: recurrence quantification and fractal analyses. Findings indicate that more fluent text reading appeared by grade 4, similar to monolingual findings, and that different aspects of fluency characterized passage reading performance at different grade levels. Text fluency and oral language proficiency emerged as significant predictors of reading comprehension.
KW - Empirical education research
KW - Psychology
KW - Bilingual readers
KW - Comprehension
KW - Fractal analysis
KW - Recurrence quantification analysis
KW - Silent reading
KW - Text reading fluency
UR - http://www.scopus.com/inward/record.url?scp=84988358725&partnerID=8YFLogxK
U2 - 10.3389/fpsyg.2016.01265
DO - 10.3389/fpsyg.2016.01265
M3 - Journal articles
C2 - 27630590
AN - SCOPUS:84988358725
VL - 7
JO - Frontiers in Psychology
JF - Frontiers in Psychology
SN - 1664-1078
IS - AUG
M1 - 01265
ER -