Phonemic Awareness Contributes to Text Reading Fluency : Evidence From Eye Movements. Ashby, J., Dix, H., Bontrager, M., Dey, R., & Archer, A. School Psychology Review, 42(2):157-170, 2013. abstract bibtex Although phonemic awareness is a known predictor of early decoding and word recognition, less is known about relationships between phonemic awareness and text reading fluency. This longitudinal study is the first to inves-tigate this relationship by measuring eye movements during picture matching tasks and during silent sentence reading. Time spent looking at the correct target during phonemic awareness and receptive spelling tasks gauged the efficiency of phonological and orthographic processes. Children's eye movements during sen-tence reading provided a direct measure of silent reading fluency for compre-hended text. Results indicate that children who processed the phonemic awareness targets more slowly in Grade 2 tended to be slower readers in Grade 3. Processing difficulty during a receptive spelling task was related to reading fluency within Grade 2. Findings suggest that inefficient phonemic processing contributes to poor silent reading fluency after second grade. Thirty years of research converge on the tion of reading achievement can be found in conclusion that phonemic awareness is a fun-reading fluency (Fuchs, Fuchs, Hosp, & Jenk-damental contributor to early decoding and ins, 2001), which is defined as the ability toread word recognition (Melby-Lervâg, Lyster, & sentences accurately and at the rate of speech Hulme, 2012). Although decoding and word with appropriate intonation and comprehension recognition are important aspects of early (Dowhower, 1987; Kuhn & Stahl, 2003). Thus, reading development, these components do reading fluency captures not only speed, but also not fully capture reading achievement (Fuchs, the overall quality of the reader's interaction Fuchs, & Maxwell, 1988; National Reading with the text. Fluency supports children's com-Panel, 2000). Efficient word recognition is a prehension of text, and fluent readers read more prerequisite for reading achievement, yet than do dysfluent readers (Fuchs et al. 2001; skilled text reading also demands the coordi-Perfetti, 1985; Stanovich, 1986). nation of language, attention, and eye move-Given the importance of reading fluency ment control processes (as noted in Wolf & and its relationship to comprehension, it is not Katzir-Cohen, 2001). A more complete reflec-surprising that school psychologists and teach-This research was supported by an Early Career Investigator award to the first author from Central Michigan University. We thank Courtney Chamberlain, Hannah Faleer, Madison Kloss, Kristin Willis, and Michelle Young for helping with data collection, Debra Poole for providing the participant data base, Jiye Shen for programming support, and Melissa Farrall for commenting on a previous version of this article.
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abstract = {Although phonemic awareness is a known predictor of early decoding and word recognition, less is known about relationships between phonemic awareness and text reading fluency. This longitudinal study is the first to inves-tigate this relationship by measuring eye movements during picture matching tasks and during silent sentence reading. Time spent looking at the correct target during phonemic awareness and receptive spelling tasks gauged the efficiency of phonological and orthographic processes. Children's eye movements during sen-tence reading provided a direct measure of silent reading fluency for compre-hended text. Results indicate that children who processed the phonemic awareness targets more slowly in Grade 2 tended to be slower readers in Grade 3. Processing difficulty during a receptive spelling task was related to reading fluency within Grade 2. Findings suggest that inefficient phonemic processing contributes to poor silent reading fluency after second grade. Thirty years of research converge on the tion of reading achievement can be found in conclusion that phonemic awareness is a fun-reading fluency (Fuchs, Fuchs, Hosp, & Jenk-damental contributor to early decoding and ins, 2001), which is defined as the ability toread word recognition (Melby-Lervâg, Lyster, & sentences accurately and at the rate of speech Hulme, 2012). Although decoding and word with appropriate intonation and comprehension recognition are important aspects of early (Dowhower, 1987; Kuhn & Stahl, 2003). Thus, reading development, these components do reading fluency captures not only speed, but also not fully capture reading achievement (Fuchs, the overall quality of the reader's interaction Fuchs, & Maxwell, 1988; National Reading with the text. Fluency supports children's com-Panel, 2000). Efficient word recognition is a prehension of text, and fluent readers read more prerequisite for reading achievement, yet than do dysfluent readers (Fuchs et al. 2001; skilled text reading also demands the coordi-Perfetti, 1985; Stanovich, 1986). nation of language, attention, and eye move-Given the importance of reading fluency ment control processes (as noted in Wolf & and its relationship to comprehension, it is not Katzir-Cohen, 2001). A more complete reflec-surprising that school psychologists and teach-This research was supported by an Early Career Investigator award to the first author from Central Michigan University. We thank Courtney Chamberlain, Hannah Faleer, Madison Kloss, Kristin Willis, and Michelle Young for helping with data collection, Debra Poole for providing the participant data base, Jiye Shen for programming support, and Melissa Farrall for commenting on a previous version of this article.},
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author = {Ashby, Jane and Dix, Heather and Bontrager, Morgan and Dey, Rajarshi and Archer, Ana},
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