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Reading fluency and reading comprehension in Spanish secondary students
Marta Álvarez-Cañizo1, Elena Cueva, Fernando Cuetos
1Universidad de Oviedo.
Psicothema
|January 20, 2020
Summary
Reading fluency in secondary students develops with expository texts, showing a stronger link between prosody and comprehension than narrative texts. This highlights the importance of prosodic cues for understanding complex material.
Area of Science:
- Educational Psychology
- Linguistics
- Cognitive Science
Background:
- Traditional research on reading fluency and comprehension focused on primary schools and narrative texts.
- Reading fluency continues to develop through secondary school, primarily with expository texts.
Purpose of the Study:
- Investigate reading fluency and comprehension in secondary students.
- Compare performance on narrative versus expository texts with varied sentence structures.
Main Methods:
- Assessed reading fluency and comprehension in secondary students.
- Compared reading of narrative and expository texts with declarative, adversative, and enumerative sentences.
Main Results:
- Reading fluency differed between text types; expository texts showed more marked prosody.
- A relationship between reading fluency and comprehension was observed.
- Prosodic variables correlated more strongly with comprehension in expository texts.
Conclusions:
- Reading fluency development extends into secondary education.
- Expository texts, due to complexity, may require exaggerated prosody for comprehension.
- Prosody plays a crucial role in secondary students' reading comprehension, especially with challenging texts.
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