Gabriela Silva-Maceda
Silvia Romero-Contreras

Universidad Autónoma de San Luis Potosí, México.

Abstract

A change in the way Reading is evaluated in Mexico in primary education has been the introduction of measuring reading speed in students. This has direct implications in the teaching of reading. The objective of this study was to examine the relationship between reading speed and reading comprehensionin a cross-sectional sample of Mexican children between 1st and 4th grades, in order to: a)identify the way that text reading speed and pseudoword reading speed are related to reading comprehension; b) identify whether these relationships differ between 1st cycle (1st and 2nd grades) and 2nd cycle (3rd and 4th grades). Three hypotheses and one research question were posited. The hypotheses were: 1) The relationship between text reading speed and reading comprehension will be stronger than that of word reading speed; 2) Pseudoword reading speed will have a stronger association with reading comprehension in the first cycle; 3) Text reading speed will have a stronger association with reading comprehension in the first cycle. An exploratory research question was formulated to evaluate whether speed is still predictive of reading comprehension beyond the contribution of accuracy. Results support the hypotheses while the analysis carried out for the research question showed that text reading speed added only 6% of variance after accounting for reading accuracy. Findings are interpreted in light of the existing literature.

Keywords: Reading, reading speed, reading comprehension, reading precision, primary education

Access

Adlof, S. M., Catts, H. W., & Little, T. D. (2006). Should the simple view of reading include a fluency component? Reading and Writing, 19(9), 933-958.

Asociación Mexicana de Agencias de Investigación de Mercados y Opinión Pública (AMAI) (2008). Nivel Socioeconómico AMAI. [presentación de powerpoint]. Recuperado de: www.inegi.org.mx/rne/docs/Pdfs/Mesa4/20/HeribertoLopez.pdf

Cain, K. (2010). Reading Development and Difficulties. Chichester, UK: BPS Blackwell.

de Jong, P. F., & van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension in the development of reading. Scientific Studies of Reading, 6(1), 51-77.

Defior, S., Fonseca, L., Gottheil, B., Jiménez-Fernández, G., Aldrey, A., Pujals, M., …, Serrano, F. (2006). Test de lectura y escritura en español. Buenos Aires: Paidós.

Camarillo-Salazar, B. F., & Silva-Maceda, G. (2016). Relación entre velocidad de lectura y comprensión lectora en alumnos de primaria. Memorias del 8vo Congreso Internacional de Educación (pp. 45-59). Cd. Obregón, Sonora: ITESO.

Field, A. (2009). Discovering Statistics Using SPSS (3ra ed.). Londres: Sage Publications.

García, J. R., & Cain, K. (2014). Decoding and Reading Comprehension: A Meta-Analysis to Identify Which Reader and Assessment Characteristics Influence the Strength of the Relationship in English. Review of Educational Research, 84(1), 74-111.

Gough, P. B., Hoover, W. A., & Peterson, C. L. (1996). Some observations on a simple view of reading. En C. Cornoldi & J. Oakhill (Eds.), Reading Comprehension Difficulties: Processes and Interventions (pp. 1-13). Mahwah, NJ: Lawrence Erlbaum Associates.

Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2010). Metodología de la investigación. México, DF: McGraw-Hill.

Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2(2), 127-160.

Instituto Nacional para la Evaluación de la Educación (INEE) (2017). La educación obligatoria en México: Informe 2017. Ciudad de México: INEE.

Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. Advances in Psychology, 94, 67-84.

Kim, Y. S., & Wagner, R. K. (2015). Text (Oral) reading fluency as a construct in reading development: An investigation of its mediating role for children from grades 1 to 4. Scientific Studies of Reading, 19(3), 224-242.

Kim, Y. S., Wagner, R. K., & Lopez, D. (2012). Developmental relations between reading fluency and reading comprehension: A longitudinal study from Grade 1 to Grade 2. Journal of experimental child psychology, 113(1), 93-111.

Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of educational psychology, 95(1), 3-21.

Language and Reading Research Consortium (LRRC) (2015). Learning to Read: Should We Keep Things Simple? Reading Research Quarterly, 50(2), 151–169. http://dx.doi.org/10.1002/rrq.99

Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Developmental Psychology, 40(5), 665-681.

Oakhill, J., Cain, K., & Bryant, P. (2003). The dissociation of word reading and text comprehension: evidence from component skills. Language and Cognitive Processes, 18(4), 443-468.

Organización para la Cooperación y el Desarrollo Económicos [OCDE] (2016). Programa para la evaluación internacional de alumnos (PISA) PISA 2015- Resultados. Nota país. México: OCDE. Recuperado de: https://www.oecd.org/pisa/PISA-2015-Mexico-ESP.pdf

Perfetti, C. A. (1985). Reading ability. Oxford, UK: Oxford University Press.

Rosselli, M., Matute, E., & Ardila, A. (2006). Predictores neuropsicológicos de la lectura en español. Revista de Neurología, 42(4), 202-210.

Scarborough, H. (2002). Connecting Early Language and Literacy to Later Reading (Dis)Abilities: Evidence, Theory, and Practice. En S. B. Neuman & D. K. Dickinson. (Eds.). Handbook of Early Literacy Research (pp. 97-110). Guildford Press: New York.

Secretaría de Educación Pública [SEP] (s.f.a). Estándares Nacionales de Habilidad Lectora. Estándares de Lectura. Recuperado de: https://www.gob.mx/sep/acciones-y-programas/estandares-nacionales-de-habilidad-lectora-estandares-de-lectura

Secretaría de Educación Pública [SEP] (s.f.b). Normas de control escolar. Comprensión lectora. Recuperado de: http://www.controlescolar.sep.gob.mx/es/controlescolar/Comprension_Lectora

Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, EUA: Rand Corporation.

Veenendaal, N. J., Groen, M. A., & Verhoeven, L. (2015). What oral text reading fluency can reveal about reading comprehension. Journal of Research in Reading, 38(3), 213-225.

Walczyk, J. J., & Griffith-Ross, D. A. (2007). How important is reading skill fluency for comprehension? The Reading Teacher, 60(6), 560-569.

Ziegler, J. C., & Goswami, U. (2006). Becoming literate in different languages: similar problems, different solutions. Developmental Science, 9(5), 429-436.