Text reading fluency refers to the ability to read connected texts with accuracy, speed, and expression (prosody), and has garnered substantial attention as an important skill for reading comprehension. However, two fundamental questions remain-the dimensionality of text reading fluency including text reading efficiency (accuracy and speed) and reading prosody, and the directionality of the relation between text reading fluency and reading comprehension. These questions were addressed using longitudinal data from Grade 1 (Mage = 6.36 years) to Grade 3 (Mage = 8.34 years). Majority of children were White (approximately 60%) and African American (26%) with 39% to 52% from low-SES backgrounds, depending on the grade. Text reading fluency, word reading, listening comprehension, and reading comprehension were measured. Results from confirmatory factor analysis revealed that text reading fluency is a multidimensional construct with a trifactor structure, which has a general factor that captures common ability across text reading efficiency and reading prosody as well as local and specific factors that are unique beyond the general factor. However, the general factor was the most reliable factor, whereas local and specific factors were not reliable. The directionality of the relation between text reading fluency and reading comprehension was addressed by examining two competing structural equation models-text-reading-fluency-as-a-predictor/mediator model and text-reading-fluency-as-an-outcome model-and data supported the former. These results indicate that text reading fluency is a multidimensional construct, and it acts as a predictor, mediating the relations of word reading and listening comprehension to reading comprehension. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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什么是文本阅读流畅度？它是阅读理解的预测指标还是结果？纵向调查。

文本阅读流利度是指准确、快速、表达（韵律）阅读相关文本的能力，作为阅读理解的一项重要技能受到了广泛关注。然而，仍然存在两个基本问题——文本阅读流畅度的维度，包括文本阅读效率（准确性和速度）和阅读韵律，以及文本阅读流畅度和阅读理解之间关系的方向性。使用从 1 级（Mage = 6.36 岁）到 3 级（Mage = 8.34 岁）的纵向数据来解决这些问题。大多数儿童是白人（约 60%）和非裔美国人（26%），其中 39% 至 52% 来自低 SES 背景，具体取决于年级。测量文本阅读流畅度、单词阅读、听力理解和阅读理解。验证性因素分析结果表明，文本阅读流畅度是一个具有三因素结构的多维结构，它具有涵盖文本阅读效率和阅读韵律的共同能力的一般因素，以及超越一般因素的独特的局部和特定因素。然而，一般因素是最可靠的因素，而局部和特定因素不可靠。通过检查两个相互竞争的结构方程模型——文本阅读流畅度作为预测/中介模型和文本阅读流畅度作为结果模型来解决文本阅读流畅度和阅读理解之间关系的方向性。数据支持前者。这些结果表明，文本阅读流畅度是一个多维结构，它可以作为一个预测因子，中介单词阅读和听力理解与阅读理解的关系。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。