Development of Silent Reading Fluency and Reading Comprehension across Grades 1 to 9: Unidirectional or Bidirectional Effects between the Two Skills?

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  • Author(s): Psyridou, Maria (ORCID Psyridou, Maria (ORCID 0000-0003-1425-2279); Tolvanen, Asko (ORCID Tolvanen, Asko (ORCID 0000-0001-6430-8897); Niemi, Pekka (ORCID Niemi, Pekka (ORCID 0000-0002-3277-8787); Lerkkanen, Marja-Kristiina (ORCID Lerkkanen, Marja-Kristiina (ORCID 0000-0002-5709-5800); Poikkeus, Anna-Maija (ORCID Poikkeus, Anna-Maija (ORCID 0000-0001-7913-8691); Torppa, Minna (ORCID Torppa, Minna (ORCID 0000-0003-3834-9892)
  • Language:
    English
  • Source:
    Reading and Writing: An Interdisciplinary Journal. Oct 2023 36(8):1969-1996.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      28
    • Education Level:
      Elementary Education
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      Silent Reading; Reading Fluency; Reading Comprehension; Elementary School Students; Middle School Students; Reading Skills; Correlation
    • Accession Number:
      10.1007/s11145-022-10371-6
    • ISSN:
      0922-4777
      1573-0905
    • Abstract:
      Purpose: This study examines the developmental interplay between silent reading fluency and reading comprehension from Grade 1 to Grade 9 (age 7 to 15) in a large Finnish sample (N = 2,518). Of particular interest was whether the associations are bidirectional or unidirectional. Methods: Children's silent reading fluency and reading comprehension skills were assessed using group-administered tests, at seven time points, in Grades 1, 2, 3, 4, 6, 7, and 9. A random intercept cross-lagged panel model with latent factors was used to identify between- and within-person associations between silent reading fluency and reading comprehension. The use of latent factors allowed for the controlling of measurement error. Results: The model showed that silent reading fluency and reading comprehension correlated at the between-person level, indicating that those who were proficient in one reading skill were typically good at the other also. At the within-person level, however, only some developmental associations emerged: in the early reading acquisition phase (Grade 1-2), silent reading fluency predicted reading comprehension, and in adolescence, reading comprehension weakly predicted silent reading fluency (Grade 7-9). Conclusions: The results thus suggest only weak developmental within-person associations between silent reading fluency and comprehension, although some unidirectional associations emerged with a change in the direction of the associations over time.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1390508