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Martins-Reis VDO, Pedroso DADA, de Almeida LM, Pereira ES, Alves LM, Celeste LC. Fluency and reading comprehension as a performance indicator in the 3rd year of elementary school. Codas 2023; 35:e20210251. [PMID: 37672411 PMCID: PMC10547134 DOI: 10.1590/2317-1782/20232021251pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2021] [Accepted: 10/25/2022] [Indexed: 09/08/2023] Open
Abstract
PURPOSE to verify whether fluency and reading comprehension vary throughout the third year of elementary school and can be used as performance indicators in reading. METHODS this is a prospective longitudinal study. 53 children participated in the study, regardless of gender. Four assessments were carried out throughout the year, using the LEPIC software to record the reading made by the children, recording reading errors, as well as the answers to questions regarding comprehension. RESULTS there was an evolution of reading fluency and literal comprehension throughout the tests, but not in inferential comprehension. CONCLUSION reading fluency and literal comprehension are good performance indicators in the third year of elementary school.
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Affiliation(s)
| | | | | | - Edlaine Souza Pereira
- Programa de Pós-graduação em Ciências da Reabilitação, Universidade de Brasília - UnB - Brasília (DF), Brasil.
| | - Luciana Mendonça Alves
- Departamento de Fonoaudiologia, Faculdade de Medicina, Universidade Federal de Minas Gerais - UFMG - Belo Horizonte (MG), Brasil.
- Programa de Pós-graduação em Ciências Fonoaudiológicas, Faculdade de Medicina, Universidade Federal de Minas Gerais - UFMG - Belo Horizonte (MG), Brasil.
| | - Letícia Correa Celeste
- Faculdade de Ceilândia, Universidade de Brasília - UnB - Brasília (DF), Brasil.
- Programa de Pós-graduação em Ciências da Reabilitação, Universidade de Brasília - UnB - Brasília (DF), Brasil.
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Gonçalves F, Reis A, Inácio F, Morais IS, Faísca L. Reading Comprehension Predictors in European Portuguese Adults. Front Psychol 2021; 12:789413. [PMID: 34925190 PMCID: PMC8674662 DOI: 10.3389/fpsyg.2021.789413] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Accepted: 11/08/2021] [Indexed: 11/13/2022] Open
Abstract
Research on the predictors of reading comprehension has been largely focused on school-aged children and mainly in opaque orthographies, hindering the generalization of the results to adult populations and more transparent orthographies. In the present study, we aim to test two versions of the Simple View of Reading (SVR): the original model and an extended version, including reading fluency and vocabulary. Additional mediation models were analyzed to verify if other reading comprehension predictors (rapid automatized naming, phonological decoding, phonological awareness, morphological awareness, and working memory) have direct effects or if they are mediated through word reading and reading fluency. A sample of 67 typical adult Portuguese readers participated in this study. The SVR model accounted for 27% of the variance in reading comprehension, with oral language comprehension displaying a larger contribution than word reading. In the extended SVR model, reading fluency and vocabulary provided an additional and significant contribution of 7% to the explained variance. Moreover, vocabulary influenced reading comprehension directly and indirectly, via oral language comprehension. In the final mediation model, the total mediation hypothesis was rejected, and only morphological awareness showed a direct effect on reading comprehension. These results provide preliminary evidence that the SVR (with the possible addition of vocabulary) might be a reliable model to explain reading comprehension in adult typical readers in a semitransparent orthography. Furthermore, oral language comprehension and vocabulary were the best predictors in the study, suggesting that remediation programs addressing reading comprehension in adults should promote these abilities.
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Affiliation(s)
- Fábio Gonçalves
- Faculdade de Ciências Humanas e Sociais, Departamento de Psicologia e Ciências da Educação, Universidade do Algarve, Faro, Portugal
| | - Alexandra Reis
- Faculdade de Ciências Humanas e Sociais, Departamento de Psicologia e Ciências da Educação, Universidade do Algarve, Faro, Portugal.,Center for Research in Health Technologies and Information Systems (CINTESIS-UAlg), Universidade do Algarve, Faro, Portugal
| | - Filomena Inácio
- Faculdade de Ciências Humanas e Sociais, Departamento de Psicologia e Ciências da Educação, Universidade do Algarve, Faro, Portugal.,Center for Research in Health Technologies and Information Systems (CINTESIS-UAlg), Universidade do Algarve, Faro, Portugal
| | - Inês Salomé Morais
- Faculdade de Ciências Humanas e Sociais, Departamento de Psicologia e Ciências da Educação, Universidade do Algarve, Faro, Portugal.,Center for Research in Health Technologies and Information Systems (CINTESIS-UAlg), Universidade do Algarve, Faro, Portugal
| | - Luís Faísca
- Faculdade de Ciências Humanas e Sociais, Departamento de Psicologia e Ciências da Educação, Universidade do Algarve, Faro, Portugal.,Center for Research in Health Technologies and Information Systems (CINTESIS-UAlg), Universidade do Algarve, Faro, Portugal
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