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Bidirectional Relations Between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades: A Longitudinal Perspective

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Bidirectional Relations Between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades: A Longitudinal Perspective. / Veenendaal, Nathalie J.; Groen, Margriet A.; Verhoeven, Ludo.
In: Scientific Studies of Reading, Vol. 20, No. 3, 2016, p. 189-202.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Veenendaal, NJ, Groen, MA & Verhoeven, L 2016, 'Bidirectional Relations Between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades: A Longitudinal Perspective', Scientific Studies of Reading, vol. 20, no. 3, pp. 189-202. https://doi.org/10.1080/10888438.2015.1128939

APA

Veenendaal, N. J., Groen, M. A., & Verhoeven, L. (2016). Bidirectional Relations Between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades: A Longitudinal Perspective. Scientific Studies of Reading, 20(3), 189-202. https://doi.org/10.1080/10888438.2015.1128939

Vancouver

Veenendaal NJ, Groen MA, Verhoeven L. Bidirectional Relations Between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades: A Longitudinal Perspective. Scientific Studies of Reading. 2016;20(3):189-202. Epub 2016 Jan 8. doi: 10.1080/10888438.2015.1128939

Author

Veenendaal, Nathalie J. ; Groen, Margriet A. ; Verhoeven, Ludo. / Bidirectional Relations Between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades : A Longitudinal Perspective. In: Scientific Studies of Reading. 2016 ; Vol. 20, No. 3. pp. 189-202.

Bibtex

@article{037850f0cf3e4884bc9c9f9897effdd8,
title = "Bidirectional Relations Between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades: A Longitudinal Perspective",
abstract = "The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared 3 theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and from reading comprehension to text reading prosody and a bidirectional relation between text reading prosody and reading comprehension. Further, we controlled for autoregressive effects and included decoding efficiency as a measure of general reading skill. Participants were 99 Dutch children, followed longitudinally, from 4th to 6th grade. Structural equation modeling showed that the bidirectional relation provided the best fitting model. In 5th grade, text reading prosody was related to prior decoding and reading comprehension, whereas in 6th grade, reading comprehension was related to prior text reading prosody. As such, the results suggest that the relation between text reading prosody and reading comprehension is reciprocal but dependent on grade level.",
author = "Veenendaal, {Nathalie J.} and Groen, {Margriet A.} and Ludo Verhoeven",
year = "2016",
doi = "10.1080/10888438.2015.1128939",
language = "English",
volume = "20",
pages = "189--202",
journal = "Scientific Studies of Reading",
issn = "1088-8438",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Bidirectional Relations Between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades

T2 - A Longitudinal Perspective

AU - Veenendaal, Nathalie J.

AU - Groen, Margriet A.

AU - Verhoeven, Ludo

PY - 2016

Y1 - 2016

N2 - The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared 3 theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and from reading comprehension to text reading prosody and a bidirectional relation between text reading prosody and reading comprehension. Further, we controlled for autoregressive effects and included decoding efficiency as a measure of general reading skill. Participants were 99 Dutch children, followed longitudinally, from 4th to 6th grade. Structural equation modeling showed that the bidirectional relation provided the best fitting model. In 5th grade, text reading prosody was related to prior decoding and reading comprehension, whereas in 6th grade, reading comprehension was related to prior text reading prosody. As such, the results suggest that the relation between text reading prosody and reading comprehension is reciprocal but dependent on grade level.

AB - The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared 3 theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and from reading comprehension to text reading prosody and a bidirectional relation between text reading prosody and reading comprehension. Further, we controlled for autoregressive effects and included decoding efficiency as a measure of general reading skill. Participants were 99 Dutch children, followed longitudinally, from 4th to 6th grade. Structural equation modeling showed that the bidirectional relation provided the best fitting model. In 5th grade, text reading prosody was related to prior decoding and reading comprehension, whereas in 6th grade, reading comprehension was related to prior text reading prosody. As such, the results suggest that the relation between text reading prosody and reading comprehension is reciprocal but dependent on grade level.

U2 - 10.1080/10888438.2015.1128939

DO - 10.1080/10888438.2015.1128939

M3 - Journal article

VL - 20

SP - 189

EP - 202

JO - Scientific Studies of Reading

JF - Scientific Studies of Reading

SN - 1088-8438

IS - 3

ER -