Resumen

SILVA-MACEDA, Gabriela  y  ROMERO-CONTRERAS, Silvia. Reading Fast is not always the same as Understanding: Examining the Relationship Between Speed and Comprehension. Rev. Costarric. Psic [online]. 2017, vol.36, n.2, pp.123-144. ISSN 1659-2913.  http://dx.doi.org/10.22544/rcps.v36i02.03.

A change in the way Reading is evaluated in Mexico in primary education has been the introduction of measuring reading speed in students. This has direct implications in the teaching of reading. The objective of this study was to examine the relationship between reading speed and reading compre hension in a cross-sectional sample of Mexican children between 1st and 4th grades, in order to: a) identify the way that text reading speed and pseudoword reading speed are related to reading comprehension; b) identify whether these relationships differ between 1st cycle (1st and 2nd grades) and 2nd cycle (3rd and 4th gra des). Three hypotheses and one research question were posited. The hypotheses were: 1) The relationship between text reading speed and reading comprehension will be stronger than that of word reading speed; 2) Pseudoword reading speed will have a stronger association with reading comprehension in the first cycle; 3) Text reading speed will have a stronger association with reading comprehension in the first cycle. An exploratory research question was formulated to evaluate whether speed is still predictive of reading comprehension beyond the contribution of accuracy. Results support the hypotheses while the analysis carried out for the research question showed that text reading speed added only 6% of variance after accounting for reading accuracy. Findings are interpreted in light of the existing literature.

Palabras clave : Reading; reading speed; reading comprehension; reading precision; primary education.

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