Oral reading fluency, reading motivation and reading comprehension among second graders
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Oral reading fluency, reading motivation and reading comprehension among second graders Einat Nevo1 · Vered Vaknin‑Nusbaum1,2 · Sigalit Brande3 · Linda Gambrell4
© Springer Nature B.V. 2020
Abstract The relationships between oral reading fluency, reading motivation and reading comprehension were examined at the beginning and the end of second grade among 121 Hebrew speaking students. The contribution of oral reading fluency and three sub-factors of motivation—self-concept as a reader, value attached to reading and literacy outloud (social interactions about literacy)—at the beginning of the school year to reading comprehension at the end of the year was also examined. Results indicate that all oral reading fluency measures and all motivational sub-factors were significantly correlated with reading comprehension at the end of second grade. In addition, positive change in self-concept as a reader along the school year was related to improvement in reading achievement. Finally, text rate and self-concept as a reader at the beginning of second grade together predicted 28% of the variance in reading comprehension at the end of second grade. The results support the notion that the cognitive approach to reading cannot explain all the variance in reading comprehension and emphasize the necessity of including motivational factors in the language arts curriculum in the early stages of reading acquisition. Keywords Elementary school · Oral reading fluency · Reading comprehension · Reading motivation
Introduction Oral reading fluency (RF hereafter) and reading comprehension (RC hereafter) are interconnected in young readers. Their RF helps them to monitor their reading and facilitate their understanding of text (Price, Meisinger, Louwerse, & D’Mello, 2016). As fluency develops, fewer cognitive resources are invested in the decoding process and more are available for understanding the meaning of a text (Perfetti, 2007; Stevens, Walker, & Vaughn, 2017). This theory was suggested to explain why * Einat Nevo [email protected] Extended author information available on the last page of the article
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RF predicted RC, particularly among young readers (Kim, Wagner, & Foster, 2011; Price et al., 2016). Indeed, since 2000, when the National Reading Panel (2000) stressed the importance of fluency instruction and attainment, RF began to receive increased attention in the school’s curriculum (Kuhn, Schwanenflugel, & Meisinger, 2010). This development prompted studies by numerous investigators that demonstrated the connection between RF and RC (e.g., Breznitz, 2006; Kim et al., 2011; Price et al., 2016; Roehrig, Petscher, Nettles, Hudson, & Torgesen, 2008; Yamaç & Sezgin, 2018), in particular for beginning or struggling readers, who generally read more slowly. The relationship between RF and RC was examined mainly from the cognitive point of view, while the contributions of other more emotional factors such as reading motivation were largely ignored, despite evidence of their effect on the developm
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