Reading comprehension, word recognition, and reading fluency in sixth grade elementary school children

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dc.contributor.authorArancibia Gutierrez, Beatriz
dc.contributor.authorLeon, Hernan
dc.contributor.authorCastro Yanez, Ginette Gabriela
dc.contributor.authorBizama Munoz, Marcela
dc.contributor.authorSaez Carrillo, Katia
dc.date2022
dc.date.accessioned2022-06-06T21:30:41Z
dc.date.available2022-06-06T21:30:41Z
dc.description.abstractThe present work analyses the importance of word recognition and reading fluency in reading comprehension at an intermediate schooling stage using a transversal descriptive design with a correlational approach. The participants were log Chilean sixth grade students between the ages of 10 to 11 displaying a typical intellectual development. Measurements were taken for the reading of words and pseudowords, reading out loud, and the comprehension of written texts. The results account for significant correlation of the recognition of words and reading fluency and comprehension. Moreover, the regression analysis shows that the prosodic features of segmentation and intonation in reading out loud are the most contributing elements to reading comprehension in this group.
dc.identifier.citationONOMAZEIN,Vol.,156-173,2022
dc.identifier.doi10.7764/onomazein.55.05
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/4580
dc.language.isoes
dc.publisherPONTIFICIA UNIV CATOLICA CHILE. FAC LETRAS
dc.sourceONOMAZEIN
dc.subject.englishreading comprehension
dc.subject.englishfluency
dc.subject.englishautomaticity
dc.subject.englishprosody
dc.titleReading comprehension, word recognition, and reading fluency in sixth grade elementary school children
dc.typeArticle
uct.indizacionSSCI
uct.indizacionAHCI
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