Reading fluency and reading comprehension in Spanish secondary students

  1. Marta Álvarez-Cañizo 1
  2. Elena Cueva 1
  3. Fernando Cuetos 1
  4. Paz Suárez-Coalla 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Psicothema

ISSN: 0214-9915,  1886-144X

Año de publicación: 2020

Volumen: 32

Número: 1

Páginas: 75-83

Tipo: Artículo

DOI: 10.7334/PSICOTHEMA2019.196 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Objetivos de desarrollo sostenible

Resumen

Background: Studies of the relationship between reading fluency and reading comprehension have traditionally focused on primary schools and narrative texts. However, reading fluency continues to develop during secondary school, when the texts used most are expository texts. Method: The aim of our study was to investigate reading fluency and reading comprehension in secondary-school students, comparing two texts (i.e. narrative and expository) containing various types of sentences (i.e. declarative, adversative and enumerative sentences). Results: We found differences in reading fluency between narrative and expository texts, the expository text being read with a more marked prosody (pauses and melodic contour) suggesting that readers rely on this for their understanding. In addition, we also found a relationship between reading fluency and reading comprehension, with a greater relationship of prosodic variables with the expository text than with the narrative one. Conclusions: Our results confirm that reading fluency continues to develop during secondary school. The expository text, due to its increased difficulty, seemingly needs to lean on and exaggerate the prosody more when reading in order to understand it.

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Información de financiación

This study was funded by Grant PSI2015-64174-P from the Spanish Government.

Financiadores

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