Text reading speed in a language with a shallow orthography benefits less from comprehension as reading ability matures.
non-word reading
reading speed
text comprehension
text reading
Journal
The British journal of educational psychology
ISSN: 2044-8279
Titre abrégé: Br J Educ Psychol
Pays: England
ID NLM: 0370636
Informations de publication
Date de publication:
Jun 2020
Jun 2020
Historique:
received:
18
10
2018
revised:
27
06
2019
pubmed:
2
8
2019
medline:
17
3
2021
entrez:
2
8
2019
Statut:
ppublish
Résumé
Reading can be assessed using different materials, including non-words and texts. Unlike reading words or non-words, reading a text may be supported by reading comprehension, and the extent of this support could change with the amount of schooling. The present study aimed to examine how reading decoding in a shallow orthography like Italian changed with years of schooling, depending on the type of material and the contribution of non-word reading and reading comprehension to text reading speed. Six hundred and forty two typically developing Italian students from 8 to 16 years old were involved. They were administered grade-appropriate tasks assessing text reading speed, non-word reading speed, and reading comprehension. The results showed that, although the two reading speed measures correlated closely, non-word reading speed improved only slightly with age, while the increase in text reading speed was steeper. Reading comprehension was a significant direct predictor of text reading speed after controlling for non-word reading speed. Importantly, however, while the difference in reading speed between non-words and text widened with schooling, the role of reading comprehension declined significantly, the ΔR These findings and their implications are discussed in the light of the relationship between reading comprehension and reading speed in a language with a shallow orthography across school grades.
Sections du résumé
BACKGROUND
BACKGROUND
Reading can be assessed using different materials, including non-words and texts. Unlike reading words or non-words, reading a text may be supported by reading comprehension, and the extent of this support could change with the amount of schooling.
AIM
OBJECTIVE
The present study aimed to examine how reading decoding in a shallow orthography like Italian changed with years of schooling, depending on the type of material and the contribution of non-word reading and reading comprehension to text reading speed.
METHODS
METHODS
Six hundred and forty two typically developing Italian students from 8 to 16 years old were involved. They were administered grade-appropriate tasks assessing text reading speed, non-word reading speed, and reading comprehension.
RESULTS
RESULTS
The results showed that, although the two reading speed measures correlated closely, non-word reading speed improved only slightly with age, while the increase in text reading speed was steeper. Reading comprehension was a significant direct predictor of text reading speed after controlling for non-word reading speed. Importantly, however, while the difference in reading speed between non-words and text widened with schooling, the role of reading comprehension declined significantly, the ΔR
CONCLUSIONS
CONCLUSIONS
These findings and their implications are discussed in the light of the relationship between reading comprehension and reading speed in a language with a shallow orthography across school grades.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
91-104Informations de copyright
© 2019 The British Psychological Society.
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