This study examined a multi-componential approach to reading fluency in first and third grade Hebrew speaking children. Measures of naming speed, phonological awareness (PA), morphological awareness (MA), syntax awareness, and vocabulary were administered to first (N = 68) and third (N = 67) graders. Hierarchical regression models revealed that in both grades, naming speed accounted for most of the variance in each model. However, while in the first grade, word reading fluency was also predicted by vocabulary, in the third grade, both PA and MA were significant additional predictors. Predictive models of word reading fluency in Hebrew and applied implications are proposed.
|Journal||Frontiers in Psychology|
|State||Published - 9 Oct 2018|
Bibliographical notePublisher Copyright:
© 2018 Shechter, Lipka and Katzir.
- Morphological awareness
- Phonological awareness
- Rapid automatized naming
- Reading fluency
- Syntax awareness
ASJC Scopus subject areas
- Psychology (all)