Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/50089
Título: | Beyond word recognition, fluency, and vocabulary: the influence of reasoning on reading comprehension |
Autor(es): | Ribeiro, Iolanda Cadime, Irene Maria Dias Freitas, Tânia Viana, Fernanda Leopoldina |
Palavras-chave: | Predictors Reading copmprehension Reading fluency Reasoning Word recognition Vocabulary reading comprehension |
Data: | 2016 |
Editora: | Australian Psychological Society |
Revista: | Australian Journal of Psychology |
Citação: | Ribeiro, 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 |
Resumo(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. |
Tipo: | Artigo |
Descrição: | Imposição da editora |
URI: | https://hdl.handle.net/1822/50089 |
DOI: | 10.1111/ajpy.12095 |
ISSN: | 0004-9530 |
Versão da editora: | http://onlinelibrary.wiley.com/wol1/doi/10.1111/ajpy.12095/full |
Arbitragem científica: | yes |
Acesso: | Acesso restrito UMinho |
Aparece nas coleções: | CIEC - Artigos (Papers) |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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Ribeiro et al Australian Journal of Psychology (1).pdf Acesso restrito! | 160,14 kB | Adobe PDF | Ver/Abrir |