Does Critical Thinking Mediate the Relationship Between Reading Fluency and Comprehension in Seventh-Grade Students?

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division C - Section 1a: Literacy Virtual Poster Session

Abstract

The simple view of reading has been extended by authors to include reading fluency and executive function skills (Duke & Cartwright, 2021; Kim, 2020). Related to executive function skills (EF) are higher order cognitive processes including critical thinking (CT) where the reader evaluates claims made by the author using EF self-management skills. Supported by researchers who have found that readers may adjust their reading rate to support comprehension (Just & Carpenter, 1980; Raynor, 1998), Kim (2020) hypothesizes in the DIRE model that indirect effects of EF may intervene in the reading process to enhance comprehension. In this study, we test the indirect effects of critical thinking as a mediator between reading fluency and comprehension in 360, seventh-grade students.

Authors

• David D. Paige, Northern Illinois University

• William H. Rupley, Texas A&M University