Upload
dodang
View
253
Download
0
Embed Size (px)
Citation preview
TEXT READING FLUENCY AND READING COMPREHENSION IN 8 TO 11 YEARS OLD
FRENCH CHILDREN
Maryse Bianco, G. Joet, L. Lima, A Nardy, M. Rémond, P. Colé et H. Megherbi. Université de Grenoble, Laboratoire des sciences de l’éducation, BP 47, 38040 Grenoble cedex 9. France [email protected]
Hong Kong , July 10-13, 2013
Supported by The French National Agency for Research- Grant ANR – 2010-BLAN-1907-OI
Text reading fluency and text reading comprehension
The contribution of decoding , word identification fluency and oral language to connected text fluency and reading comprehension in 8 to 12 years old French children
.
Purpose
Background Text reading fluency:
Ability to read accurately a connected text at a conversational rate with appropriate prosody.
Recent converging researches (Hudson & al; 2009; 2012; Kim & al., 2010;2012; 2013; Eason & al., 2012; Silverman & al., 2012): TRF is an independent construct from decoding and word fluency (while
related to) . The relationships between the components skills are changing over time
suggesting that text fluency integrates comprehension skills over and above identification skills as children are becoming expert readers.
Research Questions
1)
a) What are the predictors of TRF? Is oral language is an additional contributor and which aspects of oral language?
b) What are the relationships between oral language and TRF in explaining reading comprehension? Does TRF mediate the influence of oral language?
Text reading fluency and text reading comprehension
2 ) How do the relationships between factors of reading fluency and reading comprehension evolve with reading efficiency?
Sample
298 children ages 8 to 12 years old (mean = 9;7, sdt = 0;9)
148 boys, 150 girls
grades: 119 grade 3, 94 grade 4 85 grade 5
88.2% age appropriate grade, 3.7% skipped a grade and 8.1% repeated one.
Language: 85% French , 13% were bilinguals with French as dominant language, 2% another language as first language.
Socioeconomic status (SES): middle class
• 49.47% middle- to high-status homes
• 0.53 % middle low-status homes.
Text reading fluency and text reading comprehension
Text comprehension
• Reading comprehension: five narrative texts from 324 to 431 words
length (mean number = 391).
Silent reading followed by a set a questions both literal and inferential (text-based & knowledge based). Cronbach's alpha of .93.
• Oral comprehension: a standardized narrative test comprehension “Sacré nestor”
462 words , 12 questions. Cronbach's alpha of .76
Text reading fluency and text reading comprehension
Assessments
Reading fluency
• Decoding fluency: list of 40 pseudo-words
One to three syllables long; number of pseudo-words correctly read in one minute.
• Word reading fluency: list 50 words
One to three syllables long, 15 regular short words (1 ou 2 syllabes), 15 regular long words (3 syllabes), and 20 irregular words, 10 short and 10 long. Number of words correctly read in one minute.
• Text reading fluency:
Inspired from Dibels (Good & Kaminsky, 2002).
Children read aloud three connected texts for one minute each.
Mean number of words correctly read in one minute
Cronbach's alpha of .97.
Text reading fluency and text reading comprehension
Assessments
Oral Language
• Receptive Vocabulary:
shortened version of the French adaptation of the Peabody Picture Vocabulary Test (EVIP, Dunn, Theriault-Whalen, & Dunn, 1993).
Cronbach's alpha of .81.
• Verbal reasoning: similarities sub-test of the WISC IV
Control measures
• Working Memory: The WISC IV digit span and backward digit span subtests were used.
• Non-verbal cognitive efficiency: Progressive matrix (Raven 1998).
Text reading fluency and text reading comprehension
Assessments
Grouping Procedure
Text reading fluency and text reading comprehension
K-means cluster analysis (Seifert & Bulcock, 1996) 2 groups: Average /good comprehenders (N = 189) (standardized mean= .63; std=.46)
Low comprehenders (N = 109) (standardized mean=-1.10; std=.65)
1-
• Adjusted model for average comprehenders (N=189)
Text reading fluency and text reading comprehension
Index
Adjusted model
Index
ᵡ²(df) 23.04*(14) CFI .98
ᵡ²/df 1.64 NNFI .95
SRMR .03 NFI .96
RMSEA (90%
CI)
.05 (.00, 10) AIC 85.04
AGFI .91
Variable R²
Reading Comprehension 0.43
Oral comprehension 0.26
Word reading fluency 0.47
Text reading fluency 0.67
Non verbal cognitive efficiency
Vocabulary
Verbal reasoning
Decoding fluency
Working memory
Word reading fluency
Text reading fluency
Listening
comprehension
Reading Comprehension
.15**
.35***
.12**
.31***
.17**
.13**
.27***
.24
***
.23
***
.23
***
.43
***
.14
.13
.11
.27
***
.11
.29***
• Adjusted model for low comprehenders (N=109)
« General disabled readers »
Text reading fluency and text reading comprehension
Non verbal cognitive efficiency
Verbal reasoning
Vocabulary
Decoding
fluency
Working
memory
Word
reading
fluency
Text reading fluency
Listening comprehension
Reading Comprehension
.30***
.23**
.77***
.24** .06
.15
.10
.35
***
.
.07
-,2
9**
*
-.1
8
.07
.24
**
.34***
Index
Adjusted model
Index
ᵡ²(df) 15,61*(18) CFI 1
ᵡ²/df .86 NNFI 1
SRMR .04 NFI .95
RMSEA (90% CI) .00 (.00, 07) AIC 69,61
AGFI .92
.20**
Variable R²
Reading Comprehension 0.21
Oral comprehension 0.23
Word reading fluency 0.59
Text reading fluency 0.72
Grouping Procedure
Text reading fluency and text reading comprehension
• Average readers (N= 118):
• > 40th percentile on decoding fluency and reading comprehension
• Low readers (N= 70):
• <25th percentile on decoding fluency
• Low comprehenders (N=30):
• <25th percentile on reading comprehension and > 40th percentile on decoding fluency
2-
Between groups differences in WRF and TRF
Between groups differences in WRF and TRF
s ns
Text reading fluency and text reading comprehension
Text reading fluency Reading comprehension
4 unique predictors : decoding, word fluency and oral comprehension + non verbal skills Mediation: vocabulary is fully mediated by word reading fluency
4 unique predictors: listening comprehension, vocabulary and TRF + non verbal skills Mediation: decoding and word fluency fully mediated by TRF.
TRF is an important construct to consider in explaining reading comprehension.
TRF is a mediator to reading comprehension for word identification skills and some semantic and comprehension abilities.
TRF integrates comprehension skills as children are becoming expert readers prosodic component
Conclusions Text reading fluency and text reading comprehension
Text reading fluency Reading comprehension
2 unique predictors: decoding and word fluency TRF independent from listening comprehension
3 unique predictors: listening comprehension and TRF + non verbal skills Mediation: decoding and word fluency fully mediated by TRF.
The relationships between the components skills are changing with reading level
Average readers – • more complex model • integrative function of TRF
Struggling readers - • more simple model
Thank you for attention
Supported by The French National Agency for Research -Grant ANR – 2010-BLAN-1907-OI