The Relationship Between Reading Comprehension, Decoding, and Fluency in Greek: A Cross-Sectional Study

Padeliadu, Susana; Antoniou, Faye

doi:10.1080/10573569.2013.758932

Cited by 32 publications

(43 citation statements)

References 49 publications

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“…However, accurate reading is not sufficient for reading comprehension; some degree of automaticity in reading is also mandatory. The results of studies using a cross-sectional design showed that oral reading fluency predicted reading comprehension in students in first to fourth grades (Burns et al, 2002(Burns et al, , 2011Padeliadu & Antoniou, 2014). Fluent reading is important because it releases the cognitive and attentional resources necessary for reading comprehension.…”

Section: The Influence Of Word Recognition and Fluency On Reading Commentioning

confidence: 99%

“…For example, Padeliadu and Antoniou (2014) addressed this issue using a sample of Greek students (grades 1 to 9). For example, Padeliadu and Antoniou (2014) addressed this issue using a sample of Greek students (grades 1 to 9).…”

Section: The Influence Of Word Recognition and Fluency On Reading Commentioning

confidence: 99%

“…Many students not only have a limited vocabulary and difficulties in understanding literal text information but also in making inferences (Padeliadu & Antoniou, 2014). Many students not only have a limited vocabulary and difficulties in understanding literal text information but also in making inferences (Padeliadu & Antoniou, 2014).…”

Section: The Influence Of Reasoning On Reading Comprehensionmentioning

confidence: 99%

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Beyond word recognition, fluency, and vocabulary: The influence of reasoning on reading comprehension

Ribeiro

Cadime

Freitas

et al. 2016

Australian Journal of Psychology

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Objective: Word recognition, fluency, vocabulary, and working memory have been established as predictors of reading comprehension in the first elementary school grades. However, the additional role of reasoning is not so clear. The aim of this study was to investigate the effect of word recognition, fluency, vocabulary, working memory, verbal, and nonverbal reasoning on reading comprehension, focusing on the additional effect of reasoning when the effects of the other variables are controlled. Method: A group of 159 students from the second and fourth grades was assessed. Results: The results indicated that all variables are correlated with reading comprehension and that the effect size varies according to the school grade. Hierarchical multiple linear regression analyses revealed that in second grade, fluency was the strongest predictor of reading comprehension and that reasoning had no effect on reading comprehension, after controlling for the previous variables. However, in the fourth grade, non-verbal reasoning was the only significant unique predictor of reading comprehension, after accounting for the influence of the other variables. Conclusions: These results highlight the importance of promoting the mastery of accurate and fluent reading in the lower grades while promoting reasoning abilities in the higher grades.

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Section: The Influence Of Word Recognition and Fluency On Reading Commentioning

confidence: 99%

Section: The Influence Of Word Recognition and Fluency On Reading Commentioning

confidence: 99%

Section: The Influence Of Reasoning On Reading Comprehensionmentioning

confidence: 99%

See 1 more Smart Citation

Beyond word recognition, fluency, and vocabulary: The influence of reasoning on reading comprehension

Ribeiro

Cadime

Freitas

et al. 2016

Australian Journal of Psychology

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“…Comprehension is the process of constructing meaning from text by simultaneously extracting and constructing meaning through interaction and involvement with written language (Landerl, 2000;Lloyd, 2007;Stollar, 2002;Zimmerman et al, 2008). Constructing meaning from written language requires making a connection to oral language (Capraro, 2006;Padeliadu & Antoniou, 2013). A printed word must be connected to an individual's phonological memory for the word and be connected to the meaning of the word or it cannot be accurately decoded or understood (Pikulski & Chard, 2005).…”

Section: Reading Accuracymentioning

confidence: 99%

“…The operational definition used in the current study refers to reading accuracy as the translation of printed words into a representation similar to oral language (Algozzine et al, 2008;Capraro, 2006;Carlson et al, 2013;HØIen-Tengesdal & TØNnessen, 2010;Hudson et al, 2011;Miller & Keenan, 2009;Padeliadu & Antoniou, 2013;Pikulski & Chard, 2005;Rautenberg, 2013;Suggate et al, 2014;Weiser, 2013).…”

Section: Reading Accuracymentioning

confidence: 99%

The Effect of a Suggested Multisensory Phonics Program on Developing Kindergarten Pre-service Teachers' EFL Reading Accuracy and Phonemic Awareness

Ghoneim¹,

Elghotmy²

2015

ELT

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The current study investigates the effect of a suggested Multisensory phonics program on developing kindergarten pre-service teachers' EFL reading accuracy and phonemic awareness. A total of 40 fourth year kindergarten pre-service teachers, Faculty of Education, participated in the study that involved one group experimental design. Pre-post tests were administered to assess the participants' phonics skills. The results showed that the suggested Multisensory Phonics program was effective in developing kindergarten pre-service teachers' EFL reading accuracy and phonemic awareness.

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Cross‐Lagged Relations Among Linguistic Skills in European Portuguese: A Longitudinal Study

Santos

Cadime

Viana

et al. 2019

Reading Research Quarterly

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Research has widely demonstrated the contribution of word reading, listening comprehension skills, and oral reading fluency to reading comprehension performance. However, the existence of reciprocal relations among these skills has been investigated less frequently. The authors examined the directionality of the relations among reading comprehension, listening comprehension, word reading, and oral reading fluency in Portuguese elementary school students from second to fourth grade by using a longitudinal cross‐lagged design. The sample was composed of 261 students assessed at the end of grades 2, 3, and 4. The results indicated that there is a reciprocal relation between listening comprehension and reading comprehension in every grade and that oral reading fluency and reading comprehension have a reciprocal relation only in the initial years of schooling, similar to the observed relation between oral reading fluency and word reading. The results are discussed considering their potential impact and the limitations of the study.

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The Relationship Between Reading Comprehension, Decoding, and Fluency in Greek: A Cross-Sectional Study

Cited by 32 publications

References 49 publications

Beyond word recognition, fluency, and vocabulary: The influence of reasoning on reading comprehension

Beyond word recognition, fluency, and vocabulary: The influence of reasoning on reading comprehension

The Effect of a Suggested Multisensory Phonics Program on Developing Kindergarten Pre-service Teachers' EFL Reading Accuracy and Phonemic Awareness

Cross‐Lagged Relations Among Linguistic Skills in European Portuguese: A Longitudinal Study

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