Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese

Research has consistently revealed the existence of an interconnection between reading comprehension, word reading, reading fluency, vocabulary and rapid naming. The main goal of this study was to explore the possible mediating role of reading fluency in the relationship between reading comprehensio...

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Detalles Bibliográficos
Autores: Cadime, Irene, Freitas, Tânia, Martín-Aragoneses, María Teresa, Ribeiro, Iolanda
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universidad Nacional de Educación a Distancia
Repositorio:e-spacio. Repositorio Institucional de la UNED
Idioma:inglés
OAI Identifier:oai:e-spacio.uned.es:20.500.14468/25917
Acceso en línea:https://hdl.handle.net/20.500.14468/25917
Access Level:acceso abierto
Palabra clave:58 Pedagogía::5801 Teoría y métodos educativos
Naming speed
Reading comprehension
Reading fluency
Vocabulary
Word reading
Path analysis
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repository_id_str
spelling Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European PortugueseCadime, IreneFreitas, TâniaMartín-Aragoneses, María TeresaRibeiro, Iolanda58 Pedagogía::5801 Teoría y métodos educativosNaming speedReading comprehensionReading fluencyVocabularyWord readingPath analysisResearch has consistently revealed the existence of an interconnection between reading comprehension, word reading, reading fluency, vocabulary and rapid naming. The main goal of this study was to explore the possible mediating role of reading fluency in the relationship between reading comprehension and the remaining skills, and to test whether the magnitude of these relationships was similar across different years of schooling. For this purpose, a longitudinal study with two assessment time points was carried out in a sample of 2nd and 3rd graders who were learning to read in European Portuguese, an intermediate-depth orthography. The results evidenced that reading fluency not only directly influences reading comprehension but also plays a mediating role in the relationship between reading comprehension and skills such as word reading and rapid naming. On other hand, the results indicate a unique effect of vocabulary on reading comprehension. Taken together, these results have important implications for educational practice, suggesting that explicit intervention in reading should include both the teaching and training in reading fluency and the construction of a richer lexical repertoire.Elsevierhttps://orcid.org/0000-0001-8285-4824https://orcid.org/0000-0003-1209-0763e-Spacio UNED20252025-02-1820242024-08-2720242024-08-27journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14468/25917reponame:e-spacio. Repositorio Institucional de la UNEDinstname:Universidad Nacional de Educación a DistanciaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.esoai:e-spacio.uned.es:20.500.14468/259172026-06-06T12:38:31Z
dc.title.none.fl_str_mv Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese
title Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese
spellingShingle Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese
Cadime, Irene
58 Pedagogía::5801 Teoría y métodos educativos
Naming speed
Reading comprehension
Reading fluency
Vocabulary
Word reading
Path analysis
title_short Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese
title_full Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese
title_fullStr Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese
title_full_unstemmed Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese
title_sort Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese
dc.creator.none.fl_str_mv Cadime, Irene
Freitas, Tânia
Martín-Aragoneses, María Teresa
Ribeiro, Iolanda
author Cadime, Irene
author_facet Cadime, Irene
Freitas, Tânia
Martín-Aragoneses, María Teresa
Ribeiro, Iolanda
author_role author
author2 Freitas, Tânia
Martín-Aragoneses, María Teresa
Ribeiro, Iolanda
author2_role author
author
author
dc.contributor.none.fl_str_mv https://orcid.org/0000-0001-8285-4824
https://orcid.org/0000-0003-1209-0763
e-Spacio UNED
dc.subject.none.fl_str_mv 58 Pedagogía::5801 Teoría y métodos educativos
Naming speed
Reading comprehension
Reading fluency
Vocabulary
Word reading
Path analysis
topic 58 Pedagogía::5801 Teoría y métodos educativos
Naming speed
Reading comprehension
Reading fluency
Vocabulary
Word reading
Path analysis
description Research has consistently revealed the existence of an interconnection between reading comprehension, word reading, reading fluency, vocabulary and rapid naming. The main goal of this study was to explore the possible mediating role of reading fluency in the relationship between reading comprehension and the remaining skills, and to test whether the magnitude of these relationships was similar across different years of schooling. For this purpose, a longitudinal study with two assessment time points was carried out in a sample of 2nd and 3rd graders who were learning to read in European Portuguese, an intermediate-depth orthography. The results evidenced that reading fluency not only directly influences reading comprehension but also plays a mediating role in the relationship between reading comprehension and skills such as word reading and rapid naming. On other hand, the results indicate a unique effect of vocabulary on reading comprehension. Taken together, these results have important implications for educational practice, suggesting that explicit intervention in reading should include both the teaching and training in reading fluency and the construction of a richer lexical repertoire.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024-08-27
2024
2024-08-27
2025
2025-02-18
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14468/25917
url https://hdl.handle.net/20.500.14468/25917
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:e-spacio. Repositorio Institucional de la UNED
instname:Universidad Nacional de Educación a Distancia
instname_str Universidad Nacional de Educación a Distancia
reponame_str e-spacio. Repositorio Institucional de la UNED
collection e-spacio. Repositorio Institucional de la UNED
repository.name.fl_str_mv
repository.mail.fl_str_mv
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