Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers’ text-reading fluency in English |
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| Authors: | Amy C Crosson and Nonie K Lesaux |
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| Institution: | (1) Department of Human Development and Education, Harvard Graduate School of Education, Larsen Hall, 13 Appian Way, Cambridge, MA 02138, USA |
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| Abstract: | Despite the growing body of research investigating the nature of text-reading fluency and its relationship to comprehension
among monolingual children, very little is known about text-reading fluency for language minority (LM) learners reading in
English. The present study investigated the nature of text-reading fluency—its relationship to reading comprehension and its
predictors—for 76 Spanish-speaking LM fifth graders. Text-reading fluency explained unique variance in reading comprehension
above and beyond word-reading fluency and oral language competencies, but its effect was not robust. The impact of text-reading
fluency on comprehension was moderated by an interaction such that only students with proficient text-reading fluency and well-developed oral language demonstrated skilled comprehension. Word-reading fluency and decoding skill were significant
predictors of text-reading fluency. The results suggest that existing assumptions about the relationship between text-reading
fluency and comprehension may not readily apply to LM learners. |
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