Abstract

Two large samples were assessed twice in Grade 1: the control group (Cont; N = 2302), which received no specific interventions, and the experimental group (Exp; N = 484), which received interventions associated with code-related skills (decoding and fluency). We estimated that a mean score of around 50 correctly read words per minute corresponded to a mean reading comprehension (RC) score. We then examined the relationships between decoding, fluency, RC and their associated skills, i.e. phonemic segmentation, vocabulary and listening comprehension. The causal nature of the links between decoding, fluency and RC was examined in two ways: hypothesized and experimental. Structural modeling showed that fluency was a good mediator variable between decoding and RC and explained RC. When we compared the Cont and Exp groups, the intervention had a positive effect on RC, even though linguistic comprehension was not stimulated. We conclude that fluency should be stimulated once decoding is efficient.

摘要

两个大样本在 1 级评估两次：对照组（Cont；N  = 2302），未接受特定干预，实验组（Exp；N = 484），接受与代码相关技能（解码和流畅性）相关的干预。我们估计每分钟正确阅读 50 个单词的平均分数对应于平均阅读理解 (RC) 分数。然后，我们检查了解码、流畅性、RC 及其相关技能（即音素分割、词汇和听力理解）之间的关系。解码、流畅性和 RC 之间联系的因果性质通过两种方式进行检查：假设和实验。结构建模表明，流畅度是解码和 RC 之间的良好中介变量，并解释了 RC。当我们比较 Cont 和 Exp 组时，即使没有刺激语言理解，干预对 RC 也有积极影响。我们得出结论，一旦解码有效，就应该激发流畅性。