Component skills of reading and their structural relations: evidence from three sub‐Saharan African languages with transparent orthographies. (27th February 2019)

• Record Type: Journal Article
• Authors: Kim, Young‐Suk Grace; Piper, Benjamin
• Is Part Of: Journal of research in reading. Volume 42:Number 2(2019)
• Page Start: 326
• Page End: 348
• Publication Date: 2019-02-27
• Subjects: oral reading fluency -- text reading fluency -- reading comprehension -- transparent orthography -- Africa; Reading -- Research -- Periodicals; Reading -- Periodicals; 418.4
• DOI: 10.1111/1467-9817.12271
• Languages: English
• ISSNs: 0141-0423

Abstract

Abstract : Background: We examined the component skills of reading comprehension (i.e., letter sound knowledge, syllable reading fluency, decoding fluency, text or oral reading fluency and listening comprehension) and their structural relations using data from three sub‐Saharan African languages with transparent orthographies in a multilingual context. Methods: Data from Kiswahili ( N = 946), Kikamba ( N = 444) and Lubukusu ( N = 499) reading assessments at the end of Grade 2 in Kenya were analysed using path analyses. Results: The magnitudes of the relations were similar across the three languages with some differences amongst the languages. Total effects (regression weights), accounting for direct and indirect effects, varied across the component skills: text reading fluency (0.73 to 0.77), decoding fluency (0.49 to 0.82), letter sound knowledge (0.44 to 0.45), syllable reading fluency (−0.12 to 0.16) and listening comprehension (0.08 to 0.23). Conclusions: The results indicate similar reading mechanisms across the three sub‐Saharan languages. Highlights: What is already known about this topic Letter sound knowledge is important to word reading. Word reading, text reading fluency and listening comprehension are important to reading comprehension. What this paper adds Structural relations amongst component skills Estimates of direct and indirect effects for total effects of component skills on reading comprehension Generalisability of component skills to transparent orthographies in sub‐Saharan contexts Implications for theory, policy or practice Results show the importance of accounting for indirect effects of component skills for their contributions to reading comprehension. Results show pathways of relations. Reading comprehension requires building solid foundations in the component skills at both sublexical and lexical levels.