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Repeated Reading and Chinese Oral-Reading Fluency: Is Prosodic Sensitivity an Indispensable Link?

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Title: Repeated Reading and Chinese Oral-Reading Fluency: Is Prosodic Sensitivity an Indispensable Link?
Language: English
Authors: Li-Chih Wang (ORCID 0000-0002-4011-7305), Shu-Hsuan Kung (ORCID 0000-0002-0971-7580), Ji-Kang Chen (ORCID 0000-0001-7762-3888), Hsu-Chan Kuo (ORCID 0000-0001-6109-8812)
Source: Journal of Research in Reading. 2026 49(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 26
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Chinese, Reading Processes, Repetition, Oral Reading, Reading Fluency, Suprasegmentals, Elementary School Students, Foreign Countries, Reading Instruction, Intervention, Reading Skills, Reading Improvement, Decoding (Reading), Reading Achievement
Geographic Terms: Taiwan
DOI: 10.1111/1467-9817.70017
ISSN: 0141-0423
1467-9817
Abstract: Background: This quasi-experimental study tested whether prosodic sensitivity serves as a mediator through which an 8-week repeated reading intervention improves Chinese oral reading fluency. Methods: Seventy-nine typically developing Chinese Grades 4-6 students, including 39 in the experimental group and 40 in the control group, were recruited from north Taiwan and completed pretests and posttests of prosodic sensitivity, Chinese character reading and oral reading fluency before and after the intervention. Results: Our results of 2 (group) × 2 (time) two-way ANCOVAs indicated that significant interactions of prosodic sensitivity, Chinese character reading and oral reading fluency, and the simple main effects showed that repeated reading interventions could significantly improve all three reading skills. Additionally, parallel and sequential mediation models, estimated with 5000 bootstraps, examined two possible causal chains of the experimental group: decoding-first (time [right arrow] Chinese character reading difference [right arrow] prosodic sensitivity difference [right arrow] oral reading fluency difference) and prosody-first (time [right arrow] prosodic sensitivity difference [right arrow] Chinese character reading difference [right arrow] oral reading fluency difference). Because the pretest--posttest difference of the control group is not significant for any of the three reading skills, such mediation analyses were applied to the experimental group only. Results of this section showed that the prosody-first chain produced a coherent, positive indirect effect, whereas the decoding-first chain was insignificant. Total variance explained in oral reading fluency gains was comparable across models, but path coherence favored the prosody-first ordering. Conclusions: These findings suggest that repeated reading may accelerate Chinese oral reading fluency partly by first strengthening prosodic sensitivity, which then facilitates more accurate and efficient character decoding.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498052
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Repeated Reading and Chinese Oral-Reading Fluency: Is Prosodic Sensitivity an Indispensable Link?
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Li-Chih+Wang%22">Li-Chih Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4011-7305">0000-0002-4011-7305</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shu-Hsuan+Kung%22">Shu-Hsuan Kung</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0971-7580">0000-0002-0971-7580</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ji-Kang+Chen%22">Ji-Kang Chen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7762-3888">0000-0001-7762-3888</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hsu-Chan+Kuo%22">Hsu-Chan Kuo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6109-8812">0000-0001-6109-8812</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Reading%22"><i>Journal of Research in Reading</i></searchLink>. 2026 49(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 26
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Chinese%22">Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Repetition%22">Repetition</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Reading%22">Oral Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Suprasegmentals%22">Suprasegmentals</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Improvement%22">Reading Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Decoding+%28Reading%29%22">Decoding (Reading)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1111/1467-9817.70017
– Name: ISSN
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  Data: 0141-0423<br />1467-9817
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: This quasi-experimental study tested whether prosodic sensitivity serves as a mediator through which an 8-week repeated reading intervention improves Chinese oral reading fluency. Methods: Seventy-nine typically developing Chinese Grades 4-6 students, including 39 in the experimental group and 40 in the control group, were recruited from north Taiwan and completed pretests and posttests of prosodic sensitivity, Chinese character reading and oral reading fluency before and after the intervention. Results: Our results of 2 (group) × 2 (time) two-way ANCOVAs indicated that significant interactions of prosodic sensitivity, Chinese character reading and oral reading fluency, and the simple main effects showed that repeated reading interventions could significantly improve all three reading skills. Additionally, parallel and sequential mediation models, estimated with 5000 bootstraps, examined two possible causal chains of the experimental group: decoding-first (time [right arrow] Chinese character reading difference [right arrow] prosodic sensitivity difference [right arrow] oral reading fluency difference) and prosody-first (time [right arrow] prosodic sensitivity difference [right arrow] Chinese character reading difference [right arrow] oral reading fluency difference). Because the pretest--posttest difference of the control group is not significant for any of the three reading skills, such mediation analyses were applied to the experimental group only. Results of this section showed that the prosody-first chain produced a coherent, positive indirect effect, whereas the decoding-first chain was insignificant. Total variance explained in oral reading fluency gains was comparable across models, but path coherence favored the prosody-first ordering. Conclusions: These findings suggest that repeated reading may accelerate Chinese oral reading fluency partly by first strengthening prosodic sensitivity, which then facilitates more accurate and efficient character decoding.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1498052
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      – Type: doi
        Value: 10.1111/1467-9817.70017
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
    Subjects:
      – SubjectFull: Chinese
        Type: general
      – SubjectFull: Reading Processes
        Type: general
      – SubjectFull: Repetition
        Type: general
      – SubjectFull: Oral Reading
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Suprasegmentals
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Reading Instruction
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      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Reading Improvement
        Type: general
      – SubjectFull: Decoding (Reading)
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Taiwan
        Type: general
    Titles:
      – TitleFull: Repeated Reading and Chinese Oral-Reading Fluency: Is Prosodic Sensitivity an Indispensable Link?
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            NameFull: Li-Chih Wang
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            NameFull: Shu-Hsuan Kung
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            NameFull: Ji-Kang Chen
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            NameFull: Hsu-Chan Kuo
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              Y: 2026
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              Value: 1467-9817
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