The Relation Among Phonological Processing, Oral and Silent Reading Fluency, and Reading Comprehension for Students with Dyslexia: A Longitudinal Investigation

2021 ◽  
pp. 1-18
Author(s):  
Melissa F. Robinson ◽  
Elizabeth B. Meisinger
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Phonological Processing ◽  
Silent Reading ◽  
Longitudinal Investigation

A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers

2005 ◽  
Vol 8 (2) ◽  
pp. 131-155 ◽  
Author(s):  
Pauline B. Low ◽  
Linda S. Siegel
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Cognitive Processes ◽  
Reading Fluency ◽  
Phonological Processing ◽  
Word Reading ◽  
Verbal Working Memory ◽  
Sixth Grade ◽  
Relative Role ◽  
Syntactic Awareness

The present study examined the relative role played by three cognitive processes — phonological processing, verbal working memory, syntactic awareness — in understanding the reading comprehension performance among 884 native English (L1) speakers and 284 English-as-a-Second-Language (ESL) speakers in sixth-grade (mean age: 11.43 years). The performance of both groups of speakers were comparable on measures of word reading, word reading fluency, phonological awareness, phonological decoding fluency and verbal working memory. However, the ESL speakers lagged behind L1 speakers in terms of syntactic awareness. This study also emphasizes the importance of the three cognitive processes in establishing a common model of reading comprehension across English L1 and ESL reading.

The Contributions of Oral and Silent Reading Fluency to Reading Comprehension

2015 ◽  
Vol 37 (2) ◽  
pp. 167-201 ◽  
Author(s):  
Katherine W. Price ◽  
Elizabeth B. Meisinger ◽  
Max M. Louwerse ◽  
Sidney D’Mello
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Silent Reading
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