小学一年级阅读流畅性对二、三年级阅读理解的预测
Reading Fluency of First-graders Predicted Reading Comprehension of Second-and Third-graders

采用追踪研究考察了124名小学一年级儿童的阅读流畅性对其二、三年级阅读理解的影响。结果发现，在控制了性别、家庭社会经济地位、推理能力、汉字识别、口语词汇及多种阅读相关认知技能之后，儿童一年级时的字词流畅性可以预期其二、三年级时的阅读理解水平，句子流畅性对二年级时阅读理解的变异有独特解释作用，但对三年级时阅读理解的变异没有显著的解释作用。相对于句子流畅性，字词流畅性在小学低年级阶段对阅读理解的贡献更大。
In the present study, we attempted to investigate reading fluency of first-graders and its long-term associations with reading comprehension of second and third-graders. One hundred and twenty-four children participated in the study. Regression analyses revealed that word reading fluency of first-graders could significantly predict reading comprehension of second-and third-graders after controlling for gender, family SES, IQ, vocabulary, character recognition, and the effects of reading-related skills. Besides, sentence reading fluency of Grade 1 could significantly predict reading comprehension of Grade 2, but not uniquely related with reading comprehensions of Grade 3. The contribution made by word reading fluency to reading comprehension is larger than the contribution made by sentence reading fluency. These results underscore the importance of word reading fluency for the development of children's reading comprehension.