Abstract
Purpose: This study was a short-term longitudinal study to examine how vocabulary and morphological awareness of kindergarten(Time 1) and word reading and reading fluency of first-year(Time 2) affect reading comprehension(Time 2). Method: A total of 67 children were participated both Time 1 and Time 2. At the Time 1 vocabulary and morphological awareness and word reading, reading fluency, and reading comprehension were examined at the Time 2. Descriptive statistics, correlation analysis, t-test were conducted and then a hierarchical regression analysis was conducted. Results: First, there were significant positive correlations among variables. Second, there were significant differences in variables according to reading comprehensive level of first graders. Third, the reading fluency had the highest influence on reading comprehension. Conclusion: There were that vocabulary, word reading, morphological awareness, and reading fluency are closely related to reading comprehension in first-year students. The result presents direction and guidance for reading education.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Regional Entrepreneurship Education Research Center
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
