Interpreting the Relationships Among Prosody, Automaticity, Accuracy, and Silent Reading Comprehension in Secondary Students

Abstract

Although identified as a critical component of proficient reading in the primary grades, reading fluency (word recognition accuracy, automaticity, and prosody) is often viewed as less important beyond the early stages of reading acquisition. In the present study, 108 ninth-grade students were assessed to explore the relationships among word recognition accuracy, automaticity, prosody, and vocabulary with silent reading comprehension. Results found large correlations among the variables while regression analysis revealed that accuracy, prosody, and vocabulary explained from 50.1% to 52.7% of the variance in silent reading comprehension. Of note were the findings that word recognition automaticity did not contribute to silent reading comprehension although prosody was found to act as a partial mediator between automaticity and comprehension. Accuracy, automaticity, and prosody were found to form a highly reliable scale reflecting oral reading fluency. These findings contribute to the growing body of evidence suggesting that secondary students exhibiting appropriate prosody experience advantages in comprehension processing. The tandem theory of reading is introduced to explain the relationship between automaticity and comprehension.