초등학교 2-4학년 아동의 읽기 자동성 및 운율성과 읽기이해 관계

Translated title of the contribution: The role of reading automaticity and prosody in reading comprehension of elementary students in grades 2-4

Ji Yeon Lee, Young Tae Kim, Jin Kyung Kang

Research output: Contribution to journalArticlepeer-review

Abstract

Objectives: Reading fluency has been traditionally assessed by reading automaticity (accuracy and speed), however recent studies have reported that prosody is another critical dimension. Previous studies found that reading fluency is strongly related to reading comprehension and the effect of reading fluency on reading comprehension is different depending on participants' school grade. The purpose of this study is to explore the relative contribution of reading automaticity and prosody to reading comprehension across grades. Methods: Seventy-six elementary school children (25 in the second grade, 24 in the third grade, and 27 in the fourth grade) participated in this study. All participants were tested to evaluate reading automaticity, reading prosody (attention to punctuation, inappropriate pause, declarative sentences-F0 change, questions-F0 change), vocabulary, reading comprehension. Stepwise multiple regressions were conducted to examine variables which can predict reading comprehension. Results: The variable which could predict reading comprehension was reading automaticity among the second and the third grades. In the fourth grade, however, the variables which could predict reading comprehension were vocabulary and inappropriate pauses. Conclusion: The results of this study suggest that predictive power of reading automaticity and prosody for reading comprehension may be different depending on participants' school grade and that it is necessary to assess both automatic and prosodic dimensions to measure the reading fluency of school-aged children.

Translated title of the contributionThe role of reading automaticity and prosody in reading comprehension of elementary students in grades 2-4
Original languageKorean
Pages (from-to)894-905
Number of pages12
JournalCommunication Sciences and Disorders
Volume24
Issue number4
DOIs
StatePublished - 2019

Bibliographical note

Funding Information:
This study was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (No. NRF-2018S1A3A2075274).

Publisher Copyright:
© 2019 Korean Academy of Speech-Language Pathology and Audiology.

Keywords

  • Automaticity
  • Prosody
  • Reading comprehension
  • Reading fluency

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