The Relation Between Text Reading and Reading Comprehension: Evidence From a Meta-Analysis (Poster 35)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Poster Session II for the Special Interest Group Research in Reading and Literacy (SIG 11)

Abstract

This study explores the relation between text reading fluency and reading comprehension and the factors influencing this relationship. These factors include developmental phase (proxied by grade level), orthographic depth, and measurement task type. The final sample includes 401 studies with 266,880 participants across 1,253 effect sizes. Overall, text reading fluency exhibited a significant relation with reading comprehension (r = .61), while text reading efficiency showed a slightly stronger relation (r = .65). Notably, the relation was stronger in early childhood (r = .72 primary, r = .65 upper elementary) and deep orthographies (r = .64). The relation varied across different measurement task types and characteristics. The findings yield a nuanced understanding of the complex interplay between two key literacy skills.

Authors

• Molly Leachman, University of California - Irvine

• Young-Suk Grace Kim, University of California - Irvine

• Alissa Patricia Wolters, University of California - Irvine