This paper focuses on reading fluency by bilingual primary school students, and the relation of text fluency to their reading comprehension. Group differences were examined in a cross-sectional design across the age range when fluency is posed to shift from word-level to text-level. One hundred five bilingual children from primary grades 3, 4 and 5 were assessed for English word reading and decoding fluency, phonological awareness, rapid symbol naming, and oral language proficiency with standardized measures. These skills were correlated with their silent reading fluency on a self-paced story reading task. Text fluency was quantified using nonlinear analytic methods: recurrence quantification and fractal analyses. Findings indicate that more fluent text reading appeared by grade 4, similar to monolingual findings, and that different aspects of fluency characterized passage reading performance at different grade levels. Text fluency and oral language proficiency emerged as significant predictors of reading comprehension.

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silent reading fluency selfpaced story reading english word reading nonlinear analytic methods recurrence quantification monolingual oral language proficiency decoding fluency phonological awareness rapid symbol naming

Beth O'Brien,Sebastian Wallot,.Silent reading fluency and comprehension in bilingual children. 7 (),.

Beth O'Brien,Sebastian Wallot,"Silent reading fluency and comprehension in bilingual children" 7

Beth O'Brien,Sebastian Wallot,"Silent reading fluency and comprehension in bilingual children"