Abstract
The present study examines the contributions of several different cognitive and literacy skills to reading fluency in Hebrew among Grade 1 students. The main objective of the study was to examine what predicts word reading fluency at two crucial points during Grade 1: mid-year, before a multi-tiered intervention, and again 12 weeks later at the end of the year, after the intervention. A total of 47 first graders in Israel were assessed on cognitive and literacy tasks before and after an implementation of intervention. Our preliminary results demonstrate that in Hebrew orthography, there is a rapid growth in word reading fluency during Grade 1. One skill, syllable deletion, predicts reading fluency by the middle of Grade 1. By the end of Grade 1, two skills predict word reading fluency: RAN and syllable deletion. The results call attention to the pedagogical need to monitor this skill in Hebrew and emphasize the need to include fluency theoretically in models of reading as well as in related practice of early reading development in Hebrew orthography.
| Original language | English |
|---|---|
| Title of host publication | Reading Fluency: Current Insights from Neurocognitive Research and Intervention Studies |
| Editors | Asaid Khateb, Irit Bar-Kochva |
| Place of Publication | Cham |
| Publisher | Springer International Publishing |
| Pages | 91-104 |
| Number of pages | 14 |
| ISBN (Print) | 978-3-319-30478-6 |
| DOIs | |
| State | Published - 2016 |
