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The role of reading automaticity and prosody in reading comprehension of elementary students in grades 2-4 [초등학교 2-4학년 아동의 읽기 자동성 및 운율성과 읽기이해 관계]

Title
The role of reading automaticity and prosody in reading comprehension of elementary students in grades 2-4 [초등학교 2-4학년 아동의 읽기 자동성 및 운율성과 읽기이해 관계]
Authors
Lee J.Y.Kim Y.T.Kang J.K.
Ewha Authors
김영태
SCOPUS Author ID
김영태scopus
Issue Date
2019
Journal Title
Communication Sciences and Disorders
ISSN
2288-1328JCR Link
Citation
Communication Sciences and Disorders vol. 24, no. 4, pp. 894 - 905
Keywords
AutomaticityProsodyReading comprehensionReading fluency
Publisher
Korean Academy of Speech-Language Pathology and Audiology
Indexed
SCOPUS scopus
Document Type
Article
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. © 2019 Korean Academy of Speech-Language Pathology and Audiology.
DOI
10.12963/csd.19633
Appears in Collections:
사범대학 > 언어병리학과 > Journal papers
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