Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/50089

TitleBeyond word recognition, fluency, and vocabulary: the influence of reasoning on reading comprehension
Author(s)Ribeiro, Iolanda
Cadime, Irene Maria Dias
Freitas, Tânia
Viana, Fernanda Leopoldina
KeywordsPredictors
Reading copmprehension
Reading fluency
Reasoning
Word recognition
Vocabulary
reading comprehension
Issue date2016
PublisherAustralian Psychological Society
JournalAustralian Journal of Psychology
CitationRibeiro, I., Cadime, I., Freitas, T., & Viana, F. L. (2016). Beyond word recognition, fluency and vocabulary: The influence of reasoning on Reading comprehension. Australian Journal of Psychology, 66(2), 107-115. DOI 10.1111/ajpy.12095
Abstract(s)Word recognition, fluency, vocabulary, and working memory have been established as predictors of reading compre- hension 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 non- verbal 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.
TypeArticle
DescriptionImposição da editora
URIhttp://hdl.handle.net/1822/50089
DOI10.1111/ajpy.12095
ISSN0004-9530
Publisher versionhttp://onlinelibrary.wiley.com/wol1/doi/10.1111/ajpy.12095/full
Peer-Reviewedyes
AccessRestricted access (UMinho)
Appears in Collections:CIEC - Artigos (Papers)

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