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Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese

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dc.contributor.authorCadime, Irene
dc.contributor.authorFreitas, Tânia
dc.contributor.authorMartín-Aragoneses, María Teresa
dc.contributor.authorRibeiro, Iolanda
dc.contributor.orcidhttps://orcid.org/0000-0001-8285-4824
dc.contributor.orcidhttps://orcid.org/0000-0003-1209-0763
dc.date.accessioned2025-02-18T16:27:20Z
dc.date.available2025-02-18T16:27:20Z
dc.date.issued2024-08-27
dc.descriptionThe registered version of this article, first published in “Cognitive Development, Volume 71, 2024, 101490", is available online at the publisher's website: Elsevier, https://doi.org/10.1016/j.cogdev.2024.101490 La versión registrada de este artículo, publicado por primera vez en “Cognitive Development, Volume 71, 2024, 101490", está disponible en línea en el sitio web del editor: Elsevier, https://doi.org/10.1016/j.cogdev.2024.101490
dc.description.abstractResearch has consistently revealed the existence of an interconnection between reading comprehension, word reading, reading fluency, vocabulary and rapid naming. The main goal of this study was to explore the possible mediating role of reading fluency in the relationship between reading comprehension and the remaining skills, and to test whether the magnitude of these relationships was similar across different years of schooling. For this purpose, a longitudinal study with two assessment time points was carried out in a sample of 2nd and 3rd graders who were learning to read in European Portuguese, an intermediate-depth orthography. The results evidenced that reading fluency not only directly influences reading comprehension but also plays a mediating role in the relationship between reading comprehension and skills such as word reading and rapid naming. On other hand, the results indicate a unique effect of vocabulary on reading comprehension. Taken together, these results have important implications for educational practice, suggesting that explicit intervention in reading should include both the teaching and training in reading fluency and the construction of a richer lexical repertoire.en
dc.description.versionversión publicada
dc.identifier.citationIrene Cadime, Tânia Freitas, María Teresa Martín-Aragoneses, Iolanda Ribeiro, Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese, Cognitive Development, Volume 71, 2024, 101490, https://doi.org/10.1016/j.cogdev.2024.101490
dc.identifier.doihttps://doi.org/10.1016/j.cogdev.2024.101490
dc.identifier.issnISSN 0885-2014 eISSN 1879-226X
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25917
dc.journal.titleCognitive Development
dc.journal.volume71
dc.language.isoen
dc.publisherElsevier
dc.relation.centerFacultades y escuelas::Facultad de Educación
dc.relation.departmentMétodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject58 Pedagogía::5801 Teoría y métodos educativos
dc.subject.keywordsNaming speeden
dc.subject.keywordsReading comprehensionen
dc.subject.keywordsReading fluencyen
dc.subject.keywordsVocabularyen
dc.subject.keywordsWord readingen
dc.subject.keywordsPath analysisen
dc.titleDoes reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portugueseen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication437a9d89-f506-426f-8f0e-42c9fd58c859
relation.isAuthorOfPublication.latestForDiscovery437a9d89-f506-426f-8f0e-42c9fd58c859
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