Abstract

The goal of the present study was to examine the predictors of reading speed and reading comprehension in third-grade students from Bosnia and Herzegovina (BIH). The sample consisted of 168 third-grade students (86 boys, 82 girls) attending regular schools in Canton Sarajevo, BIH. We examined the effects of phonological awareness (phoneme deletion and rhyming), rapid automatized naming (RAN) of letters and objects, semantic fluency, working memory, and processing speed, on three reading speed tasks and a reading comprehension task. For the reading speed tasks, total amount of explained variance was 33% for reading a text passage, 40% for word reading and 36% for pseudoword reading. The most important predictors of reading speed tasks were phoneme deletion task and RAN: Letters. On the other hand, the model explaining reading comprehension was much less predictive and explained about 11% of variance. Significant predictors of reading comprehension were working memory and processing speed. The results of this study are very informative in creating better models of reading. This in turn will help create better reading intervention programs and potentially reduce the number of children with reading disabilities.

摘要

本研究的目的是检查波斯尼亚和黑塞哥维那 (BIH) 三年级学生的阅读速度和阅读理解的预测因素。样本包括 168 名三年级学生（86 名男生，82 名女生），他们在波黑萨拉热窝州的普通学校就读。我们检查了语音意识（音素删除和押韵）、字母和对象的快速自动命名（RAN）、语义流畅性、工作记忆和处理速度对三个阅读速度任务和一个阅读理解任务的影响。对于阅读速度任务，阅读文本段落的解释方差总量为 33%，单词阅读为 40%，伪词阅读为 36%。阅读速度任务最重要的预测因子是音素删除任务和 RAN：字母。另一方面，解释阅读理解的模型的预测性要低得多，并解释了大约 11% 的方差。阅读理解的重要预测因素是工作记忆和处理速度。这项研究的结果对于创建更好的阅读模型非常有用。这反过来将有助于制定更好的阅读干预计划，并可能减少阅读障碍儿童的数量。