Abstract
Cognitive factors beyond linguistic skills that cause readers to produce oral reading miscues while reading text have not yet been adequately examined. This study focuses on oral reading miscues produced by third grade Turkish students (n = 110) in Turkish, which has a transparent orthography, and aims to reveal the role of certain cognitive factors in this process. Accordingly, after controlling for reading speed, the role of working memory, sustained attention, and visual short-term memory in explaining oral reading miscues in passages was investigated. As a result of the study, after taking reading speed into consideration, it was determined that working memory, sustained attention and visual short-term memory significantly predicted oral reading miscues and explained 25% of the variance. Working memory emerged as the strongest predictor. These findings are important in terms of revealing the multi-layered structure of the concept of oral reading fluency and its relationship with higher-order cognitive skills. Finally, it is recommended that intervention studies aimed at improving reading fluency take domain-general skills into account.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Data Availability
The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
References
Abbott, M., Wills, H., Miller, A., & Kaufman, J. (2012). The relationship of error rate and comprehension in second and third grade oral reading fluency. Reading Psychology, 33(1–2), 104–132. https://doi.org/10.1080/02702711.2012.630613
Alloway, T. P., Wootan, S. S., & Deane, P. (2014). Investigating working memory and sustained attention in dyslexic adults. International Journal of Educational Research, 67, 11–17. https://doi.org/10.1016/j.ijer.2014.04.001
Altun, M. (2017). The effects of the physical activity cards and brain teasers to the attention and visual perception levels of the primary school students (Document No. 450189) [Doctoral dissertation, Gazi University]. The Council of Higher Education -National Theses Center.
Altun, T., Ekiz, D., & Odabaşı, M. (2011). A qualitative study on reading difficulties faced by primary teachers in their classrooms. Journal of Dicle University Ziya Gökalp Faculty of Education, 17, 80–101. https://dergipark.org.tr/tr/pub/zgefd/issue/47948/606654
Amièva, H., Gaestel, Y., & Dartigues, J. F. (2006). The multiple-choice formats (forms F and G) of the Benton Visual Retention Test as a tool to detect age-related memory changes in population-based studies and clinical settings. Nature Protocols, 1(4), 1936–1938. https://doi.org/10.1038/nprot.2006.302
Anastasiou, D., & Griva, E. (2009). Awareness of reading strategy use and reading comprehension among poor and good readers. Elementary Education Online, 8(2), 283–297. https://dergipark.org.tr/tr/pub/ilkonline/issue/8598/107014
Argyle, S. B. (1989). Miscue analysis for classroom use. Reading Horizons: A Journal of Literacy and Language Arts, 29 (2), 93–102. Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol29/iss2/2
Arrington, C. N., Kulesz, P. A., Francis, D. J., Fletcher, J. M., & Barnes, M. A. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18(5), 325–346. https://doi.org/10.1080/10888438.2014.902461
Awadh, F. H., Phénix, T., Antzaka, A., Lallier, M., Carreiras, M., & Valdois, S. (2016). Cross-language modulation of visual attention span: an arabic-french-spanish comparison in skilled adult readers. Frontiers in Psychology, 7, 307. https://doi.org/10.3389/fpsyg.2016.00307
Awh, E., & Jonides, J. (2001). Overlapping mechansims of attention and spatial working memory. Trends in Cognitive Sciences, 5(3), 119–126. https://doi.org/10.1016/S1364-6613(00)01593-X
Aydın, H. K. (2017). The effects of chess on children’s planning and visual-spatial skills (Document No. 491245) [Master Thesis, Uludag University]. The Council of Higher Education -National Theses Center.
Baddeley, A. D. (1986). Working memory. Clarendon/Oxford University Press.
Bay, Y. (2010). The evaluation of early reading and writing teaching with phoneme based sentence method. Journal of Theoretical Educational Science (JTES), 3(1), 164–181. https://dergipark.org.tr/tr/download/article-file/304135
Beatty, L., & Care, E. (2009). Learning from their miscues: differences across reading ability and text difculty. Australian Journal of Language and Literacy, 32, 226–224.
Bosse, M., & Valdois, S. (2009). Influence of the visual attention span on child reading performance: a cross-sectional study. Journal of Research in Reading, 32, 230–253. https://doi.org/10.1111/j.1467-9817.2008.01387.x
Breznitz, Z. (2006). Fluency in reading: synchronization of processes. Erlbaum.
Brickenkamp, R. (1981). Test d2 Aufmerksamkeits-Belastungs Test (7th ed.). Verlag u Psychologie (Hogrefe).
Butterfuss, R., & Kendeou, P. (2017). The role of executive functions in reading comprehension. Educational Psychology Review, 30(3), 801–826. https://doi.org/10.1007/s10648-017-9422-6
Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31–42. https://doi.org/10.1037/0022-0663.96.1.31
Cartwright, K. B. (2012). Insights from cognitive neuroscience: the importance of executive function for early reading development and education. Early Education & Development, 23(1), 24–36. https://doi.org/10.1080/10409289.2011.615025
Chinn, C. A., Waggoner, M. A., Anderson, R. C., Schommer, M., & Wilkinson, I. A. G. (1993). Situated actions during reading lessons: a microanalysis of oral reading error episodes. American Educational Research Journal, 30(2), 361–392. https://doi.org/10.3102/00028312030002361
Christopher, M. E., Miyake, A., Keenan, J. M., Pennington, B., DeFries, J. C., Wadsworth, S. J., & Olson, R. K. (2012). Predicting word reading and comprehension with executive function and speed measures across development: a latent variable analysis. Journal of Experimental Psychology, 141(3), 470–488. https://doi.org/10.1037/a0027375
Clay, M. M. (1969). Reading errors and self-correction behaviour. British Journal of Educational Psychology, 39, 47–56. https://doi.org/10.1111/bjep.1969.39.issue-1
Cohen, J. (1992). Quantitative methods in psychology: a power primer. Psychological Bulletin, 112, 155–159. https://doi.org/10.1037/0033-2909.112.1.155
Cole, P., Duncan, L. G., & Blaye, A. (2014). Cognitive flexibility predicts early reading skills. Frontiers in Psychology, 5(565), 1–8. https://doi.org/10.3389/fpsyg.2014.00001
Cowan, N. (2001). The magical number 4 in short-term memory: a reconsideration of mental storage capacity. Behavioral & Brain Sciences, 24, 87–114. https://doi.org/10.1017/S0140525X01003922
Cowan, N., Elliott, E. M., Saults, J. S., Morey, C. C., Mattox, S., Hismjatullina, A., & Conway, A. R. (2005). On the capacity of attention: its estimation and its role in working memory and cognitive aptitudes. Cognitive psychology, 51(1), 42–100. https://doi.org/10.1016/j.cogpsych.2004.12.001
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934–945. https://doi.org/10.1037/0012-1649.33.6.934
Cutting, L. E., Materek, A., Cole, C. A. S., Levine, T. M., & Mahone, E. M. (2009). Effects of fluency, oral language, and executive function on reading comprehension performance. Annals of Dyslexia, 59(1), 34–54. https://doi.org/10.1007/s11881-009-0022-0
D’Agostino, J. V., Kelly, R. H., & Rodgers, E. (2019). Self-corrections and the reading progress of struggling beginning readers. Reading Psychology, 40, 525–550. https://doi.org/10.1080/02702711.2019.1629518
Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450–466. https://doi.org/10.1016/S0022-5371(80)90312-6
Davenport, M. R. (2002). Miscues not mistakes: reading assessment in the classroom. Heinemann Publishers.
de Jong, P. F., & Das-Smaal, E. A. (1995). Attention and intelligence: the validity of the Star counting test. Journal of Educational Psychology, 87(1), 80–92. https://doi.org/10.1037/00220663.87.1.80
Deno, S. L. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37(3), 184–192. https://doi.org/10.1177/00224669030370030801
Doğan, M. (2011). Working memory and short-term memory processes in children with hearing loss and children with normal hearing (Document No. 298179) [Doctoral dissertation, Anadolu University]. The Council of Higher Education -National Theses Center.
Eason, S. H., Sabatini, J., Goldberg, L., Bruce, K., & Cutting, L. E. (2013). Examining the relationship between word reading efficiency and oral reading rate in predicting comprehension among different types of readers. Scientific Studies of Reading, 17(3), 199–223. https://doi.org/10.1080/10888438.2011.652722
Engle, R. W., Carullo, J. J., & Collins, K. W. (1991). Individual differences in working memory for comprehension and following directions. The Journal of Educational Research, 84(5), 253–262. https://doi.org/10.1080/00220671.1991.10886025
Facoetti, A., Paganoni, P., Turatto, M., Marzola, V., & Mascetti, G. G. (2000). Visual-spatial attention in developmental dyslexia. Cortex; A Journal Devoted To The Study Of The Nervous System And Behavior, 36, 109–123. https://doi.org/10.1016/S0010-9452(08)70840-2
Field, A. P. (2013). Discovering statistics using IBM SPSS Statistics: and sex and drugs and rock ‘n’ roll (4th ed.). Sage publications.
Forbes, S., Poparad, M. A., & McBride, M. (2004). To err is human; to self-correct is to learn. The Reading Teacher, 57(6), 566–572. https://www.jstor.org/stable/20205400
Fraga González, G., Žarić, G., Tijms, J., Bonte, M., Blomert, L., & van der Molen, M. W. (2015). A randomized controlled trial on the beneficial effects of training letter speech sound integration on reading fluency in children with dyslexia. Public Library of Science, 10(12), e0143914. https://doi.org/10.1371/journal.pone.0143914
Fuchs, L. S., Fuchs, D., Hosp, M. D., & Jenkins, J. (2001). Oral reading fluency as an indicator of reading competence: a theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239–259. https://doi.org/10.1207/S1532799XSSR0503_3
Good, R. H., Simmons, D. C., & Kame’enui, E. J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5(3), 257–288. https://doi.org/10.1207/S1532799XSSR0503_4
Goodman, K. S. (1996). On reading. Heinemann.
Goodman, Y. M., & Goodman, K. S. (1994). To err is human: learning about language processes by analysing miscues. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (pp. 104–123). International Reading Association.
Grainger, J., Dufau, S., Montant, M., Ziegler, J. C., & Fagot, J. (2012). Orthographic processing in baboons (Papio papio). Science, 336, 245–248. https://doi.org/10.1126/science.1218152
Hasbrouck, J. E., & Tindal, G. (1992). Curriculum-based oral reading fluency norms for students in grades 2 through 5. Teaching Exceptional Children, 24, 41–44. https://doi.org/10.1177/004005999202400310
Hernandez, D. J. (2011). Double jeopardy: how third-grade reading skills and poverty influence high school graduation. The Annie E. Casey Foundation.
Hesse, M. D., & Fink, G. R. (2014). The effects of electrical brain stimulation upon visual attention and neglect. In R. C. Kadosh (Ed.), The stimulated brain (pp. 265–298). Amsterdam: Elsevier. https://doi.org/10.1016/B978-0-12-404704-4.00010-7
Hollingworth, A., & Luck, S. J. (2008). An overview of visual memory. In S. J. Luck, & A. Hollingworth (Eds.), Visual memory (pp. 3–8). Oxford University Press.
Hudson, N., Scheff, J., Tarsha, M., & Cutting, L. E. (2016). Reading comprehension and executive function neurobiological findings. Perspectives on Language and Literacy, 42(2), 23–29.
Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2008). The complex nature of reading fluency: a multidimensional view. Reading & Writing Quarterly, 25(1), 4–32. https://doi.org/10.1080/10573560802491208
IBM Corp. (2017). IBM SPSS statistics for windows, version 25.0. IBM Corp.
Jenkins, J. R., Fuchs, L. S., van den Broek, P., Epsin, S., & Deno, S. L. (2003b). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95, 719–729. https://doi.org/10.1037/0022-0663.95.4.719
Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Deno, S. L. (2003a). Accuracy and fluency in list and context reading of skilled and RD groups: absolute and relative performance levels. Learning Disabilities Research & Practice, 18(4), 237–245. https://doi.org/10.1111/1540-5826.00078
Jiang, Y., Olson, I. R., & Chun, M. M. (2000). Organization of visual short-term memory. Journal of Experimental Psychology: Learning Memory and Cognition, 26(3), 683–702. https://doi.org/10.1037/0278-7393.26.3.683
Karaduman, D. (2004). The effect of attention training program on fourth and fifth grade primary school students’ attention, self concept and achievement levels (Document No. 205199) [Doctoral dissertation, Ankara University]. The Council of Higher Education -National Theses Center.
Karasu, H. P., Girgin, Ü., & Uzuner, Y. (2013). Informal reading inventory. Nobel.
Katzir, T., Wolf, M., O’Brien, B., Kennedy, B., Lovett, M., & Morris, R. (2006). Reading fluency: the whole is more than the parts. Annals of Dyslexia, 56(1), 51–82. https://doi.org/10.1007/s11881-006-0003-5
Kim, Y. S., Wagner, R. K., & Foster, E. (2011). Relations among oral reading fluency, silent reading fluency, and reading comprehension: a latent variable study of first-grade readers. Scientific Studies of Reading, 15(4), 338–362. https://doi.org/10.1080/10888438.2010.493964
Kintsch, W. (1988). The role of knowledge in discourse comprehension: a construction-integration model. Psychological Review, 95(2), 163–182. https://doi.org/10.1037/0033-295X.95.2.163
Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100(2), 310–321. https://doi.org/10.1037/0022-0663.100.2.310
Kline, T. J. B. (2005). Psychological testing, a practical approach to design and evaluation. Sage Publications.
Kocaarslan, M. (2022). The relationships between oral reading fluency, sustained attention, working memory, and text comprehension in the third-grade students. Psychology in the Schools, 59(4), 744–764. https://doi.org/10.1002/pits.22641
Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of chiropractic medicine, 15(2), 155–163. https://doi.org/10.1016/j.jcm.2016.02.012
Kormos, J. (1999). Monitoring and self-repair in L2. Language Learning, 49, 303–342. https://doi.org/10.1111/0023-8333.00090
Kucer, S. B. (2009). Examining the relationship between text processing and text comprehension in fourth grade readers. Reading Psychology, 30, 340–358. https://doi.org/10.1080/02702710802411604
Kucer, S. B. (2017). The monitoring and responding behaviours of proficiency fourth grade readers to miscues on a complex scientific text. Literacy, 51, 154–161. https://doi.org/10.1111/lit.12116
Kuhn, M. R., Schwanenflugel, P. J., & Meisinger, E. B. (2010). Aligning theory and assessment of reading fluency: automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230–251. https://doi.org/10.1598/RRQ.45.2.4.
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: a review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3–21. https://doi.org/10.1037/0022-0663.95.1.3
LaBerge, D., & Brown, V. (1989). Theory of attentional operations in shape identification. Psychological Review, 96(1), 101–124. https://doi.org/10.1037/0033-295X.96.1.101
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293–323. https://doi.org/10.1016/0010-0285(74)90015-2
Labov, W., & Baker, B. (2010). What is a reading error? Applied Psycholinguistics, 31, 735–757. https://doi.org/10.1017/S0142716410000226
Laing, S. P. (2002). Miscue analysis in school-age children. American Journal of Speech-Language Pathology, 11, 407–416. https://doi.org/10.1044/1058-0360
Leslie, L., & Caldwell, J. S. (2011). Qualitative reading inventory-5 (QRI). Pearson.
Li, S. Z., & Jain, A. K. (Eds.). (2009). Encyclopedia of biometrics. Springer.
Liu, D., Chen, X., & Wang, Y. (2016). The impact of visual-spatial attention on reading and spelling in chinese children. Reading and Writing, 29, 1435–1447. https://doi.org/10.1007/S11145-016-9644-X
Lobier, M., Dubois, M., & Valdois, S. (2013). The role of visual processing speed in reading speed development. Plos One, 8. https://doi.org/10.1371/journal.pone.0058097
McLaughlin, M. J., Speirs, K. E., & Shenassa, E. D. (2014). Reading disability and adult attained education and income: evidence from a 30-year longitudinal study of a population-based sample. Journal of Learning Disabilities, 47(4), 374–386. https://doi.org/10.1177/0022219412458323
Meixner, J. M., Warner, G. J., Lensing, N., Schiefele, U., & Elsner, B. (2019). The relation between executive functions and reading comprehension in primary-school students: a cross-lagged-panel analysis. Early Childhood Research Quarterly, 46, 62–74. https://doi.org/10.1016/j.ecresq.2018.04.010
Melby-Lervåg, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: a meta-analytic review. Psychological Bulletin, 138(2), 322–352. https://doi.org/10.1037/a0026744
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerton, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: a latent variable analysis. Cognitive Psychology, 41, 49–100. https://doi.org/10.1006/cogp.1999.0734
Nguyen, T. Q., Pickren, S. E., Saha, N. M., & Cutting, L. E. (2020). Executive functions and components of oral reading fluency through the lens of text complexity. Reading and Writing, 33, 1037–1073. https://doi.org/10.1007/s11145-020-10020-w
Nguyen, T. Q., Tufo, S. N., & Cutting, L. (2020). Readers recruit executive functions to self-correct miscues during oral reading fluency. Scientific Studies of Reading, 24, 462–483. https://doi.org/10.1080/10888438.2020.1720025
Öney, B., & Durgunoğlu, A. (1997). Beginning to read in turkish: a phonologically transparent orthography. Applied Psycholinguistics, 18(1), 1–15. https://doi.org/10.1017/S014271640000984X
Paige, D. D. (2011). Engaging struggling adolescent readers through situational interest: a model proposing the relationships among extrinsic motivation, oral reading fluency, comprehension, and academic achievement. Reading Psychology, 32, 395–425. https://doi.org/10.1080/02702711.2010.495633
Paige, D. D., Smith, G. S., Rasinski, T. V., Rupley, W. H., Magpuri-Lavell, T., & Nichols, W. D. (2018). A path analytic model linking foundational skills to grade 3 state reading achievement. Journal of Educational Research, 112(1), 110–120. https://doi.org/10.1080/00220671.2018.1445609
Pallant, J. (2010). SPSS survival manual: a step by step guide to data analysis using SPSS. Open University Press.
Partanen, M., & Siegel, L. S. (2014). Long-term outcome of the early identification and intervention of reading disabilities. Reading and Writing: An Interdisciplinary Journal, 27(4), 665–684. https://doi.org/10.1007/s11145-013-9472-1
Pearlmutter, N. J., & MacDonald, M. C. (1995). Individual differences and probabilistic constraints in syntactic ambiguity resolution. Journal of Memory and Language, 34(4), 521–542. https://doi.org/10.1006/jmla.1995.1024
Perfetti, C. (1985). Reading ability. Oxford University Press.
Phillips, W. A. (1974). On the distinction between sensory storage and short-term visual memory. Perception & Psychophysics, 16, 283–290. https://doi.org/10.3758/BF03203943
Pikulski, J. J., & Chard, D. J. (2005). Fluency: bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510–519. https://doi.org/10.1598/rt.58.6.2
Pratt, S. M., & Urbanowski, M. (2015). Teaching early readers to self-monitor and self-correct. The Reading Teacher, 69(5), 559–567. https://doi.org/10.1002/trtr.1443
Rakhlin, N. V., Mourgues, C., Cardoso-Martins, C., Kornev, A. N., & Grigorenko, E. L. (2019). Orthographic processing is a key predictor of reading fluency in good and poor readers in a transparent orthography. Contemporary educational psychology, 56, 250–261. https://doi.org/10.1016/j.cedpsych.2018.12.002
Rasinski, T. V., & Hoffman, J. V. (2003). Oral reading in the school literacy curriculum. Reading Research Quarterly, 38(4), 510–522. https://doi.org/10.1598/RRQ.38.4.5
Roberts, R., & Mather, N. (1997). Orthographic dyslexia: the neglected subtype. Learning Disabilities Research & Practice, 12, 236–250. https://psycnet.apa.org/record/2000-16403-006
Rothe, J., Cornell, S., Ise, E., & Schulte-Körne, G. (2015). A comparison of orthographic processing in children with and without reading and spelling disorder in a regular orthography. Reading and Writing, 28(9), 1–26. https://doi.org/10.1007/s11145-015-9572-1
Samuels, S. J. (2006). Toward a model of reading fluency. In S. J. Samuels, & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 24–46). International Reading Association.
Sarter, M., Givens, B., & Bruno, J. P. (2001). The cognitive neuroscience of sustained attention: where top-down meets bottom-up. Brain Research Review, 35, 146–160. https://doi.org/10.1016/S0165-0173(01)00044-3
Savage, R., Cornish, K., Manly, T., & Hollis, C. (2006). Cognitive processes in children’s reading and attention: the role of working memory, divided attention, and response inhibition. British Journal of Psychology, 97(3), 365–385. https://doi.org/10.1348/000712605X81370
Schatschneider, C., Carlson, C. D., Francis, D. J., Foorman, B. R., & Fletcher, J. M. (2002). Relationship of rapid automatized naming and phonological awareness in early reading development: implications for the double-deficit hypothesis. Journal of learning disabilities, 35(3), 245–256. https://doi.org/10.1177/002221940203500306
Schweizer, K., Zimmermann, P., & Koch, W. (2000). Sustained attention, intelligence, and the crucial role of perceptual processes. Learning and Individual Differences, 12(3), 271–286. https://doi.org/10.1016/S1041-6080(01)00040-1
Seigneuric, A., Ehrlich, M. F., Oakhill, J. V., & Yuill, N. M. (2000). Working memory resources and children’s reading comprehension. Reading and Writing: An Interdisciplinary Journal, 13(1–2), 81–103. https://doi.org/10.1023/A:1008088230941
Shaul, S., Katzir, T., Primor, L., & Lipka, O. (2016). A cognitive and linguistic approach to predicting and remediating word reading difficulties in young readers. In R. Schiff, & M. R. Joshi (Eds.), Interventions in learning disabilities (pp. 47–66). Cham, Switzerland: Springer International Publishing.
Sheremata, S. L., Somers, D. C., & Shomstein, S. (2018). Visual short-term memory activity in parietal lobe reflects cognitive processes beyond attentional selection. Journal of Neuroscience, 38(6), 1511–1519. https://doi.org/10.1523/JNEUROSCI.1716-17.2017
Shenker, J. L., & Cockrum, W. A. (2014). Reading inventory. Pearson.
Siegel, L. S., & Ryan, E. B. (1989). The development of working memory in normally achieving and subtypes of learning-disabled children. Child Development, 60, 973–980. https://doi.org/10.2307/1131037
Silva-Pereyra, J., Bernal, J., Rodríguez-Camacho, M., Yáñez, G., Prieto-Corona, B., Luviano, L., & Rodríguez, H. (2010). Poor reading skills may involve a failure to focus attention. Neuro Report, 21, 34–38. https://doi.org/10.1097/WNR.0b013e328332c566
Silver, H., & Feldman, P. (2005). Evidence for sustained attention and working memory in schizophrenia sharing a common mechanism. The Journal of neuropsychiatry and clinical neurosciences, 17(3), 391–398. https://doi.org/10.1176/jnp.17.3.391
Sivan, A. B. (1992). Benton visual retention test (5th ed.). The Psychological Corporation.
Sivan, A. B., & Spreen, O. (1996). Der Benton-Test (7th ed.). Verlag Hans Huber.
Slattery, E. J., Ryan, P., Fortune, D. G., & McAvinue, L. P. (2021). Contributions of working memory and sustained attention to children’s reading achievement: a commonality analysis approach. Cognitive Development, 58, 101028. https://doi.org/10.1016/j.cogdev.2021.101028
Snowling, M. (1998). Dyslexia as a phonological deficit: evidence and implications. Child Psychology and Psychiatry Review, 3(1), 4–11. https://doi.org/10.1111/1475-3588.00201
Soodla, P., Lerkkanen, M. K., Niemi, P., Kikas, E., Silinskas, G., & Nurmi, J. E. (2015). Does early reading instruction promote the rate of acquisition? A comparison of two transparent orthographies. Learning and Instruction, 38, 14–23. https://doi.org/10.1016/j.learninstruc.2015.02.002
Spencer, M., Richmond, M. C., & Cutting, L. E. (2020). Considering the role of executive function in reading comprehension: a structural equation modeling Approach. Scientific Studies of Reading, 24, 179–199. https://doi.org/10.1080/10888438.2019.1643868
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16(1), 32–71. https://doi.org/10.2307/747348
Stanovich, K. E. (1984). The interactive-compensatory model of reading: a confluence of developmental, experimental, and educational psychology. RASE, 5(3), 11–19. https://doi.org/10.1177/074193258400500306
Steinmayr, R., Ziegler, M., & Träuble, B. (2010). Do intelligence and sustained attention interact in predicting academic achievement? Learning and Individual Differences, 20(1), 14–18. https://doi.org/10.1016/j.lindif.2009.10.009
Swanson, H. L. (2012). Adults with reading disabilities. Converting a meta-analysis to practice. Journal of Learning Disabilities, 45, 17–30. https://doi.org/10.1177/0022219411426856
Swanson, H. L., Howard, C. B., & Saez, L. (2006). Do different components of working memory underlie different subgroups of reading disabilities? Journal of Learning Disabilities, 39, 252–269. https://doi.org/10.1177/00222194060390030501
Swanson, H. L., Zheng, X., & Jerman, O. (2009). Working memory, short-term memory, and reading disabilities: a selective meta-analysis of the literature. Journal of Learning Disabilities, 42, 260–287. https://doi.org/10.1177/0022219409331958
Torgesen, J. K., Rashotte, C. A., & Alexander, A. W. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed.), Dyslexia, fluency, & the brain (pp. 333–355). York Press.
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27(5), 276–286. https://doi.org/10.1177/002221949402700503
Valdois, S., Roulin, J. L., & Bosse, M. L. (2019). Visual attention modulates reading acquisition. Vision Research, 165, 152–161. https://doi.org/10.1016/j.visres.2019.10.011.
Valencia, S. W., Smith, A. T., Reece, A. M., Li, M., Wixson, K. K., & Newman, H. (2010). Oral reading fluency assessment: issues of construct, criterion, and consequential validity. Reading Research Quarterly, 45(3), 270–291. https://doi.org/10.1598/RRQ.45.3.1
van den Boer, M., van Bergen, E., & de Jong, P. F. (2015). The specific relation of visual attention span with reading and spelling in dutch. Learning and Individual Differences, 39, 141–149. https://doi.org/10.1016/j.lindif.2015.03.017
van den Broek, P., Rapp, D. N., & Kendeou, P. (2005). Integrating memory-based and constructionist processes in accounts of reading comprehension. Discourse Processes, 39(2–3), 299–316. https://doi.org/10.1080/0163853X.2005.9651685
Vortius, C., Radach, R., Mayer, M. B., & Lonigan, C. J. (2013). Monitoring local comprehension monitoring in sentence reading. School Psychology Review, 42(2), 191–206. https://doi.org/10.1080/02796015.2013.12087484
Wang, S., & Gathercole, S. E. (2013). Working memory deficits in children with reading difficulties: memory span and dual task coordination. Journal of Experimental Child Psychology, 115(1), 188–197. https://doi.org/10.1016/j.jecp.2012.11.015
Wechsler, D. (1974). Manual for the Wechsler intelligence scale for children – revised. The Psychological Corporation.
Wimmer, H., Mayringer, H., & Landerl, K. (2000). The double-deficit hypothesis and difficulties in learning to read a regular orthography. Journal of Educational Psychology, 92(4), 668. https://doi.org/10.1037/0022-0663.92.4.668
Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211–239. https://doi.org/10.1207/S1532799XSSR0503_2
Wu, X., & Anderson, R. C. (2007). Reading strategies revealed in Chinese children’s oral reading. Literacy Teaching and Learning, 12, 47–72. Retrieved from https://files.eric.ed.gov/fulltext/EJ899633.pdf
Yang, S. (2021). Oral reading fluency of chinese second language learners. Reading and Writing, 34, 981–1001. https://doi.org/10.1007/s11145-020-10101-w.
Yıldız, M., & Çetinkaya, E. (2017). The relationship between good readers’ attention, reading fluency and reading comprehension. Universal Journal of Educational Research, 5(3), 366–371. https://doi.org/10.13189/ujer.2017.050309.
Yuill, N. M., Oakhill, J. V., & Parkin, A. (1989). Working memory, comprehension ability and the resolution of text anomaly. British Journal of Psychology, 80, 351–361. https://doi.org/10.1111/j.2044-8295.1989.tb02325.x.
Zhang, J., Lin, T., Liu, Y., & Nagy, W. (2020). Morphological awareness and reading comprehension: Differential mediation mechanisms in native English speakers, fluent English learners, and limited English learners. Journal of Experimental Child Psychology, 199, 104915. https://doi.org/10.1016/j.jecp.2020.104915.
Zhao, J., Liu, M., Liu, H., & Huang, C. (2018). The visual attention span deficit in chinese children with reading fluency difficulty. Research in developmental disabilities, 73, 76–86. https://doi.org/10.1016/j.ridd.2017.12.017
Ziegler, J. C., Bertrand, D., Tóth, D., Csépe, V., Reis, A., Faísca, L., Saine, N., Lyytinen, H., Vaessen, A., & Blomert, L. (2010). Orthographic depth and its impact on universal predictors of reading: a cross-language investigation. Psychological science, 21(4), 551–559. https://doi.org/10.1177/0956797610363406
Acknowledgements
Special thanks to the students who participated in this study.
Funding
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Declarations of interest
none.
Ethical approval
All data were collected in accordance with ethical standards for human subjects and the study was approved by the ethics committee of the Bartın University.
Consent to participate
Written informed consent which included the purposes and procedures of the current research was obtained from all participants.
Conflict of interest
The authors declare that they have no conficts of interest.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Kocaarslan, M., Erden-Kocaarslan, G. Cognitive predictors of oral reading miscues in the text reading process in a transparent orthography: Working memory and visual retention. Curr Psychol 42, 31505–31518 (2023). https://doi.org/10.1007/s12144-022-04144-1
Received:
Revised:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12144-022-04144-1