Reading Fluency and Listening Comprehension Abilities as Predictors of Reading Comprehension
2
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
This study aimed to examine whether overall English proficiency influences the relative predictive power of reading fluency and listening comprehension abilities in explaining the reading comprehension of Korean EFL learners within the simple view of reading framework, when the age factor is controlled for. One hundred sixteen eleventh-grade Korean high school students consisting of two highly distinct groups in general English proficiency―55 Most Highly Capable Students (MHCS) and 61 Capable Students (CS)―were tested on measures of reading fluency, vocabulary knowledge, listening comprehension, and reading comprehension. The findings indicated that reading fluency and listening comprehension abilities were significantly related to the reading comprehension of both MHCS and CS groups. However, the results from a series of hierarchical regression analyses revealed that while listening comprehension was a stronger predictor of reading comprehension of the MHCS group, it was reading fluency that explained more variance in comprehension of the CS group. Implications for reading instructions are discussed.
Abstract
This study aimed to examine whether overall English proficiency influences the relative predictive power of reading fluency and listening comprehension abilities in explaining the reading comprehension of Korean EFL learners within the simple view of reading framework, when the age factor is controlled for. One hundred sixteen eleventh-grade Korean high school students consisting of two highly distinct groups in general English proficiency―55 Most Highly Capable Students (MHCS) and 61 Capable Students (CS)―were tested on measures of reading fluency, vocabulary knowledge, listening comprehension, and reading comprehension. The findings indicated that reading fluency and listening comprehension abilities were significantly related to the reading comprehension of both MHCS and CS groups. However, the results from a series of hierarchical regression analyses revealed that while listening comprehension was a stronger predictor of reading comprehension of the MHCS group, it was reading fluency that explained more variance in comprehension of the CS group. Implications for reading instructions are discussed.
참고문헌 (56)
- Adlof, S. M., "Should the simple view of reading include a fluency component?", Reading and Writing: An Interdisciplinary Journal, 19, pp.933~958 (2006)
- Carver, R. P., "Predicting reading level in grades 1 to 6 from listening level and decoding level: Testing theory relevant to the simple view of reading", Reading and Writing: An Interdisciplinary Journal, 10, pp.121~154 (1997)
- Catts, H. W., "Language deficits in poor comprehenders: A case for the simple view of reading", Journal of Speech-Language-Hearing Research, 49, pp.278~293 (2006)
- Catts, H. W., "Language basis of reading and reading disabilities: Evidence from a longitudinal investigation", Scientific Studies of Reading, 3(4), pp.331~361 (1999)
- Chen, R. S., "Prediction of reading ability: A cross-validation study of the simple view of reading", Journal of Literacy Research, 29, pp.1~24 (1997)
- Conners, F. A., "Attentional control and the simple view of reading", Reading and Writing: An Interdisciplinary Journal, 22, pp.591~613 (2009)
- Cutting, L. E., "Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured", Scientific Studies of Reading, 10, pp.277~299 (2006)
- Fourth-grade students reading aloud: NAEP 2002 special study of oral reading, "Daane, M. C.", Government Printing Office, ~, pp.NCES 2006-469 (2005)
- Deacon, S. H., "Learning about print: The development of orthographic processing and its relationship to word reading in first grade children in French immersion", Reading and Writing, 26, pp.1087~1109 (2013)
- An examination of “the simple view of reading”, "Dreyer, L. G.", Haskins Laboratories, 161~166, pp.Haskins Laboratories Status Report on Speech Research, 111-112 (1992)
- Fuchs, L. S., "Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis", Scientific Studies of Reading, 5, pp.239~256 (2001)
- Ghaedsharafi, A., "Evaluation of the simple view of reading in an EFL context: An additive or product model?", International Journal of English Linguistics, 1(2), pp.196~202 (2011)
- Gottardo, A., "Are first- and second-language factors related in predicting second-language reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade", Journal of Educational Psychology, 101, pp.330~344 (2009)
- Gough, P. B., "Decoding, reading, and reading disability", RAISE: Remedial and Special Education, 7, pp.6~10 (1986)
- Grabe, W., "Reading in a second language: Moving from theory to practice" (2009), Cambridge University Press
- Grabe, W., "Fluency in reading: Thirty-five years later", Reading in a Foreign Language, 22, pp.71~83 (2010)
- Hagtvet, B. E., "Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills", Reading and Writing: An Interdisciplinary Journal, 16, pp.505~539 (2003)
- Hamilton, C., "Characteristics of word callers: An investigation of the accuracy of teachers’ judgments of reading comprehension and oral reading skills", School Psychology Review, 32, pp.228~240 (2003)
- Hoffman, J. V., "Handbook of research on reading comprehension", pp.54~66 (2009), Routledge
- Hoover, W. A., "The simple view of reading", Reading and Writing: An Interdisciplinary Journal, 2, pp.127~160 (1990)
- Hudson, R. F., "The complex nature of reading fluency: A multidimensional view", Reading and Writing Quarterly, 25, pp.4~32 (2009)
- Jenkins, J. R., "Sources of individual differences in reading comprehension and reading fluency", Journal of Educational Psychology, 95, pp.719~729 (2003)
- Johnston, T. C., "The contribution of naming speed to the simple view of reading", Reading and Writing: An Interdisciplinary Journal, 19, pp.339~361 (2006)
- Joshi, R. M., "The component model of reading: Simple view of reading made a little more complex", Reading Psychology, 21, pp.85~97 (2000)
- Joshi, R. M., "Validation of the simple view of reading in Hebrew: A Semitic language", Scientific Studies of Reading, 19, pp.243~252 (2015)
- Juel, C., "Acquisition of literacy: A longitudinal study of children in first and second grade", Journal of Educational Psychology, 78, pp.243~255 (1986)
- Kang, J. Y., "Bilingual PA and its influence on biliteracy for Korean English as a foreign language learners", Reading and Writing: An Interdisciplinary Journal, 25, pp.1307~1326 (2012)
- 강유선, "Reading Fluency vs. Oral Language Comprehension in Predicting Reading Comprehension of Korean EFL Learners", 응용언어학, 27(4), pp.81~103 (2011), 한국응용언어학회
- 강유선, "Explaining Korean High School EFL Learners’ Reading Comprehension with Simple View of Reading", 응용언어학, 29(3), pp.75~100 (2013), 한국응용언어학회
- 강유선, "Prediction of Korean EFL Learners’ English Reading Comprehension Abilities: An Examination of the Simple View of Reading", 영어교육, 66(1), pp.23~38 (2011), 한국영어교육학회[DOI]
- 강유선, "Decoding Skills vs. Reading Fluency in Korean High School EFL Learners’ Reading Comprehension", 영어교육, 69(4), pp.123~143 (2014), 한국영어교육학회[DOI]
- 강유선, "Is It Vocabulary Breadth or Depth that Better Predict Korean EFL Learners’ Reading Comprehension?", 영어교육, 67(4), pp.149~171 (2012), 한국영어교육학회[DOI]
- Kendeou, P., "Revisiting the simple view of reading", British Journal of Educational Psychology, 79, pp.353~370 (2009)
- Kershaw, S., "A latent variable approach to the simple view of reading", Reading and Writing Quarterly, 25(2), pp.433~464 (2012)
- 김은주, "Unique Contribution of Vocabulary Depth to Korean EFL Learners’ Reading Comprehension: A Structural Equation Modeling Study within the Simple View of Reading", 응용언어학, 30(3), pp.51~75 (2014), 한국응용언어학회
- 김희진, "The Simple View of Reading: Decoding or Fluency?", 응용언어학, 28(1), pp.209~231 (2012), 한국응용언어학회
- Kim, Y., "Is oral", text reading fluency a ‘bridge’ to reading comprehension?, 2014, pp.27(1), 79~99
- Kim, Y., "The contributions of phonological awareness and letter-name knowledge to letter sound acquisition: A cross-classified multilevel model approach", Journal of Educational Psychology, 102, pp.313~326 (2010)
- Kintsch, W., "The science of reading: A handbook", pp.209~226 (2005), Blackwell
- Kuhn, M. R., "Fluency: A review of developmental and remedial practices", Journal of Educational Psychology, 95, pp.3~21 (2003)
- Lee, L. W., "An examination of the simple view of reading among beginning readers in Malay", Reading Psychology, 30, pp.250~264 (2009)
- Mancilla-Martinez, J., "Investigating English reading comprehension growth in adolescent language minority learners: Some insights from the simple view", Reading and Writing: An Interdisciplinary Journal, 24, pp.339~354 (2011)
- Nakamoto, J., "A cross-linguistic investigation of English language learners’ reading comprehension in English and Spanish", Scientific Studies of Reading, 12, pp.351~371 (2008)
- Teaching students to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instructions, "National Reading Panel", National Institutes of Health, National Institute of Child Health and Human Development, ~ (2000)
- Ouellette, G., "A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story", Reading and Writing: An Interdisciplinary Journal, 23, pp.189~208 (2010)
- Perfetti, C. A., "The science of reading: A handbook", pp.227~247 (2005), Blackwell
- Proctor, C. P., "Native Spanish-speaking children reading in English: Toward a model of comprehension", Journal of Educational Psychology, 97, pp.246~256 (2005)
- Saiegh-Haddad, E., "Bilingual oral reading fluency and reading comprehension: The case of Arabic", Hebrew (L1)-English (L2) readers, 2003, pp.16, 717~736
- Shinn, M. R., "Curriculum-based measurement of analysis of its relation to reading", School Psychology Review, 21, pp.459~479 (1992)
- Sparks, R. L., "Do L1 reading achievement and L1 print exposure contribute to the prediction of L2 proficiency?", Language Learning, 62, pp.473~505 (2012)
- Spear-Swerling, L., "Children’s reading comprehension and oral reading fluency in easy text", Reading and Writing, 19, pp.199~220 (2006)
- Tilstra, J., "Simple but complex: Components of the simple view of reading across grade levels", Journal of Research in Reading, 32, pp.383~401 (2009)
- Tobia, V., "The simple view of reading in a transparent orthography: The stronger role of oral comprehension", Reading and Writing, 28, pp.939~957 (2015)
- Verhoeven, L., "The simple view of second language reading throughout the primary grades", Reading and Writing, 25(8), pp.1805~1818 (2012)
- Woodcock, R., "Woodcock reading mastery tests-revised" (1998), NCS Pearson
- Woodcock, R., "Woodcock-Johnson III diagnostic reading battery" (2004), The Riverside
