| Summary: | 碩士 === 國立屏東教育大學 === 教育心理與輔導學系碩士班 === 102 === This study aimed to explore the relationship between four different indicators of reading fluency (rapid naming, sight word fluency, fluency of connected texts, and fluency of disconnected texts)and reading comprehension of students in fourth grade. The participants were 156 fourth graders drawn from two elementary schools in Pingtung City. The students took the Chinese Character Recognition Test and The Reading Comprehension Growth Test in their classroom. Then each student completed The Rapid Naming Test, The Sight Words Fluency Test, Fluency Test of Connected Texts, and Fluency Test of Disconnected Texts individually. The reading rates were calculated for the four fluency tests. A series of multiple regression analyses were conducted. The main findings are as follows:
1. The four indices significantly predicted reading comprehension individually. Rapid naming speed explained 4% of the variance of reading comprehension, sight words fluency explained 12% of the variance, connected texts reading speed explained 23 % of the variance, and disconnected texts reading speed explained 16% of the variance. However, after the variance of Chinese character recognition were accounted for, only connected texts reading speed and disconnected texts reading speed predicted reading comprehension significantly, with 6% and 2% of total variance were explained.
2. When entered into the equation altogether, the four indices of fluency predicted reading comprehension significantly, with 26% of variance explained. After the variance of Chinese character recognition were accounted for, the four indices still predicted reading comprehension significantly, with 9% of total variance explained. Only connected reading speed and rapid naming explained reading comprehension significantly.
3. After the other three indices of fluency were accounted for, only connected texts reading speed and disconnected texts reading speed had unique contribution to reading comprehension. On the other hand, after Chinese character recognition and the other three indices of fluency were accounted for, only connected texts reading speed and rapid naming had unique contributions to reading comprehension.
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