Reading fluency: The whole is more than the parts |
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Authors: | Tami Katzir Youngsuk Kim Maryanne Wolf Beth O’Brien Becky Kennedy Maureen Lovett Robin Morris |
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Institution: | (1) Harvard Graduate School of Education, 14 Appian Way, Larsen 603, 02138 Cambridge, MA;(2) Tufts University, Medford, Massachusetts;(3) Lasell College, Newton, Massachusetts;(4) The Hospital for Sick Children, Toronto, Toronto, Ontario;(5) Georgia State University, Atlanta, Georgia |
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Abstract: | This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter
naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants
were assessed on a variety of fluency measures and reading subskills. Correlations and hierarchical multiple regression analyses
were carried out to explore these relationships. The results demonstrate that phonological awareness, rapid letter naming,
and orthographic pattern recognition contribute to word-reading skills. Furthermore, rapid naming, orthographic pattern recognition,
and word reading fluency moderately predict different dimensions of connected-text reading (i.e., rate, accuracy, and comprehension)
whereas phonological awareness contributes only to the comprehension dimension of connected-text reading. The findings support
the multidimensional nature of fluency in which the whole is more than its parts. |
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Keywords: | Comprehension dyslexia phonological awareness RAN reading fluency word reading |
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