Post-primary reading fluency development: A latent change approach
| Autor: | Marinus Voeten, Marco van de Ven, Ludo Verhoeven, E.G. Steenbeek-Planting |
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| Rok vydání: | 2017 |
| Předmět: |
Word reading
Longitudinal study Secondary education Social Psychology media_common.quotation_subject 05 social sciences Learning and Plasticity 050301 education Cognitive artificial intelligence Special education Education Pseudoword Brain Networks and Neuronal Communication [DI-BCB_DCC_Theme 4] Fluency Reading (process) Developmental and Educational Psychology Verbal fluency test 0501 psychology and cognitive sciences Psychology 0503 education 050104 developmental & child psychology media_common Cognitive psychology |
| Zdroj: | Learning and Individual Differences, 55, 1-12 Learning and Individual Differences, 55, pp. 1-12 |
| ISSN: | 1041-6080 |
| DOI: | 10.1016/j.lindif.2017.02.001 |
| Popis: | Contains fulltext : 167500.pdf (Publisher’s version ) (Closed access) In a longitudinal study, we investigated the post-primary reading fluency development of 1034 Dutch adolescents enrolled in four tracks of secondary education (high, intermediate, low, special education), using a multiple-group latent change approach. We assessed adolescents' word, pseudoword and text reading fluency, as well as their rapid naming abilities, at the beginning and after a half-year of education. The results showed that fluency development for real words, pseudowords and texts continues beyond the primary grades, and that the degree of improvement was similar across educational tracks. Word reading fluency and change in word reading fluency predicted text reading fluency development. No additional effect was found for pseudoword reading fluency. Finally, rapid naming ability was not only related to initial text reading fluency, but also to development of text reading fluency. Implications of these findings for assessment and intervention are discussed. 12 p. |
| Databáze: | OpenAIRE |
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