Bidirectional Relations Between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades:A Longitudinal Perspective

Veenendaal, Nathalie J. and Groen, Margriet A. and Verhoeven, Ludo (2016) Bidirectional Relations Between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades:A Longitudinal Perspective. Scientific Studies of Reading, 20 (3). pp. 189-202. ISSN 1088-8438

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Abstract

The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared 3 theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and from reading comprehension to text reading prosody and a bidirectional relation between text reading prosody and reading comprehension. Further, we controlled for autoregressive effects and included decoding efficiency as a measure of general reading skill. Participants were 99 Dutch children, followed longitudinally, from 4th to 6th grade. Structural equation modeling showed that the bidirectional relation provided the best fitting model. In 5th grade, text reading prosody was related to prior decoding and reading comprehension, whereas in 6th grade, reading comprehension was related to prior text reading prosody. As such, the results suggest that the relation between text reading prosody and reading comprehension is reciprocal but dependent on grade level.

Item Type:
Journal Article
Journal or Publication Title:
Scientific Studies of Reading
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/3200/3201
Subjects:
ID Code:
130864
Deposited By:
Deposited On:
29 Jan 2019 09:45
Refereed?:
Yes
Published?:
Published
Last Modified:
12 Aug 2020 08:32