Component skills of reading and their structural relations: evidence from three sub‐Saharan African languages with transparent orthographies

Abstract

Background We examined the component skills of reading comprehension (i.e., letter sound knowledge, syllable reading fluency, decoding fluency, text or oral reading fluency and listening comprehension) and their structural relations using data from three sub‐Saharan African languages with transparent orthographies in a multilingual context. Methods Data from Kiswahili (N = 946), Kikamba (N = 444) and Lubukusu (N = 499) reading assessments at the end of Grade 2 in Kenya were analysed using path analyses. Results The magnitudes of the relations were similar across the three languages with some differences amongst the languages. Total effects (regression weights), accounting for direct and indirect effects, varied across the component skills: text reading fluency (0.73 to 0.77), decoding fluency (0.49 to 0.82), letter sound knowledge (0.44 to 0.45), syllable reading fluency (−0.12 to 0.16) and listening comprehension (0.08 to 0.23). Conclusions The results indicate similar reading mechanisms across the three sub‐Saharan languages.

The interface between unitary hypothesis and componential approach to testing reading skills: do subjects show similar levels of performance with respect to specific reading sub-skills in tests representing both theories? Descriptive correlational study

“…Meyer et al (1980) and Kendeou and van den Broek (2007), on their part, studied text structure to realize reading comprehension and its effect on comprehension process. Furthermore, Kim and Piper (2019) studied the structural relations between word reading skills, text reading fluency, and reading comprehension; Hessamy and Sadeghi (2013) studied the hierarchical relationship between reading sub-skills, specifically their difficulty level and contribution to reading comprehension; and Kim and Jang (2009) studied how reading sub-skills differentially functioned in a standardized reading test (OSSLT) for L1 and L2 students. On the other hand, other researchers made their focus on the theories of reading.…”

The relationships between oral reading fluency, sustained attention, working memory, and text comprehension in the third‐grade students

“…In this study, oral reading fluency was assessed at the component level by calculating speed and accuracy. This method has been widely used both in studies carried out with Turkish children and in studies conducted in other countries (Kim & Piper, 2019;Valencia et al, 2010;Yıldırım et al, 2017). Students read out loud a narrative text which they had not read before, and which was suitable for their grade level (Karasu et al, 2013).…”

Development and initial validation of productive vocabulary tests for isiZulu, Siswati and English in South Africa

“…The development of early literacy and linguistic skills associated with reading have been studied to some extent in South Africa and other African countries (e.g. Kim & Piper, 2019; Schaefer & Kotzé, 2019). The use of Early Grade Reading Assessments (EGRAs), among other assessments, has enabled researchers to better gauge African language and English literacy abilities on the continent.…”

“…The use of Early Grade Reading Assessments (EGRAs), among other assessments, has enabled researchers to better gauge African language and English literacy abilities on the continent. The EGRA enables researchers to measure decoding skills, word recognition and oral reading fluency as well as reading comprehension in a standardized way (e.g., de Galbert, 2020; Kim & Piper, 2019; Spaull et al, 2020).…”