Word-level reading fluency is positively associated with intertextual integration among K-12 students, including readers with developmental dyslexia¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Correlations between word-level reading and intertextual integration ranged from r = 0.16 (non-significant) to r = 0.45 across six studies, including a sample half of whom had dyslexia diagnoses. → Daniel R. Espinas 2024

Evidence¶

Daniel R. Espinas 2024¶

Daniel R. Espinas, Brennan W. Chandler. (2024). Correlates of K-12 Students' Intertextual Integration. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09889-8

q3 · i? · review · r3

Norwegian tenth-grade study (Andresen et al., n = 44), half neurotypical readers and half with school-based diagnoses of developmental dyslexia, reading three webpages and orally responding to open-ended questions. The review reports "r = 0.45 (p < 0.01)" for the entire sample.

"They found an association of r = 0.45 (p < 0.01) between word reading and intertextual integration for the entire sample."

Daniel R. Espinas 2024 (2)¶

Daniel R. Espinas, Brennan W. Chandler. (2024). Correlates of K-12 Students' Intertextual Integration. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09889-8

q3 · i? · review · r3

Elementary-level Italian study (n = 334, grades 4-5) measuring word reading fluency with real words and intertextual integration with an argumentative essay based on a document set. The review reports "a correlation of r = 0.21 (p < 0.001)".

"Finally, Raccanello et al. (2022) found a correlation of r = 0.21 (p < 0.001) between"

Discussion¶

Learner Variables¶

• Reading Fluency — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Across 25 studies of K-12 readers, individual differences in literacy, cognition, metacognition, knowledge, beliefs, and motivation are positively and moderately associated with intertextual integration — a broader claim this one bears on
• Single-document comprehension is the most studied literacy correlate of K-12 intertextual integration, with correlations ranging from near zero to moderate-strong — related
• Research on K-12 intertextual integration is dominated by secondary-level samples, essay tasks, and informational socioscientific document sets — related
• Oral and silent text reading fluency correlate strongly in children but only moderately in adolescents, and a standardized oral word reading test relates to silent reading differently by group — related
• Children with dyslexia read texts significantly more slowly than typical readers in both oral and silent reading — related