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dc.contributor.authorRibeiro, Iolandapor
dc.contributor.authorCadime, Irene Maria Diaspor
dc.contributor.authorFreitas, Tâniapor
dc.contributor.authorViana, Fernanda Leopoldinapor
dc.identifier.citationRibeiro, I., Cadime, I., Freitas, T., & Viana, F. L. (2016). Beyond word recognition, fluency and vocabulary: The influence of reasoning on Reading comprehension. Australian Journal of Psychology, 66(2), 107-115. DOI 10.1111/ajpy.12095por
dc.descriptionImposição da editorapor
dc.description.abstractWord recognition, fluency, vocabulary, and working memory have been established as predictors of reading compre- hension in the first elementary school grades. However, the additional role of reasoning is not so clear. The aim of this study was to investigate the effect of word recognition, fluency, vocabulary, working memory, verbal, and non- verbal reasoning on reading comprehension, focusing on the additional effect of reasoning when the effects of the other variables are controlled. Method: A group of 159 students from the second and fourth grades was assessed. Results: The results indicated that all variables are correlated with reading comprehension and that the effect size varies according to the school grade. Hierarchical multiple linear regression analyses revealed that in second grade, fluency was the strongest predictor of reading comprehension and that reasoning had no effect on reading comprehension, after controlling for the previous variables. However, in the fourth grade, non-verbal reasoning was the only significant unique predictor of reading comprehension, after accounting for the influence of the other variables. Conclusions: These results highlight the importance of promoting the mastery of accurate and fluent reading in the lower grades while promoting reasoning abilities in the higher grades.por
dc.description.sponsorshipCIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portugal. Grant FCOMP-01-0124- FEDER-010733 from FCT (Fundação para a Ciência e a Tecnologia) and the European Regional Development Fund (FEDER) through the European program COMPETE (Opera- tional Programme for Competitiveness Factors) under the National Strategic Reference Framework (QREN).por
dc.description.sponsorshipNational Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562por
dc.publisherAustralian Psychological Societypor
dc.subjectReading copmprehensionpor
dc.subjectReading fluencypor
dc.subjectWord recognitionpor
dc.subjectreading comprehensionpor
dc.titleBeyond word recognition, fluency, and vocabulary: the influence of reasoning on reading comprehensionpor
rcaap.embargofctImposição da Editorapor
dc.subject.fosCiências Sociais::Psicologiapor
dc.subject.wosSocial Sciencespor
sdum.journalAustralian Journal of Psychologypor
Appears in Collections:CIEC - Artigos (Papers)

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