The purpose of this study was to test the hypothesis that there is a reciprocal relationship between comprehension and fluency during reading. The notion that oral reading fluency can facilitate reading comprehension is well established in the research literature on the development of reading comprehension. However, more recent models have questioned the unidirectionality of this relationship and have suggested that reading comprehension may increase fluency through reading rate. This hypothesis was examined via analyses of second grade students' oral reading of connected texts. Four previewing conditions which isolated lexical effects, comprehension effects, and prosody effects on oral reading fluency were manipulated in an experiment and the effects on students' passage reading times and prosody were evaluated. Students who were on-level readers were randomly assigned to one of four experimental conditions consisting of word preview (lexical factor), listening preview (prosody and comprehension factor), summary preview (comprehension factor) and no preview. Following the preview, students were asked to read passages aloud. Analyses of Covariance were performed to test the effects of lexical priming, comprehension priming and prosodic modeling on oral reading fluency as measured in correct words per minute (CWPM) and prosodic reading, while controlling for students overall achievement in reading as measured by the STAR-R score. The results showed significant differences in CWPM favouring the listening preview and summary preview over the no-preview condition for students at lower levels of fluency performance. The results are discussed in relation to theories of reading that highlight the role of comprehension and fluency in the integration of information during reading.

Современная лингвистика отличается широким разнообразием теоретических моделей, методов и приемов, помогающих расширить возможности изучения иностранных языков. Одной из таких моделей является теория лексического прайминга, которая находится на стыке когнитивной лингвистики, а также психолингвистики с элементами использования корпусных исследований. Теория лексического прайминга Майкла Хоуи может активно использоваться в процессе изучения иностранного языка в целях минимизации проблемы интерференции через многократное повторение в контексте, а также выработки способности к антиципации. Актуальность представленной работы определяется современными требованиями к построению уроков английского языка с использованием эффективных приемов для формирования читательской грамотности и умением работать с лексикой, сформированной в рамках личностно-ориентированного подхода. Объектом исследования является процесс обучения чтению на примере текстов по подготовке к ЕГЭ по английскому языку с использованием приемов, разработанных на основе теории лексического прайминга. Предмет – разработка и апробация приемов обучения чтению с использованием потенциала лексического прайминга. Цель работы: разработать и апробировать методические приемы обучения чтению с использованием эффекта лексического прайминга на примере текстов по подготовке к ЕГЭ по английскому языку. / Modern linguistics is distinguished by a wide variety of theoretical models, methods and techniques that help expand the possibilities of learning foreign languages. One of these models is the theory of lexical priming, which is at the intersection of cognitive linguistics, as well as psycholinguistics with elements of the use of corpus research. Michael Howe's theory of lexical priming can be actively used in the process of learning a foreign language in order to minimize the problem of interference through repeated repetition in the context, as well as to develop the ability to anticipate. The relevance of the presented work is determined by modern requirements for constructing English lessons using effective techniques for developing reading literacy and the ability to work with vocabulary formed within the framework of a student-oriented approach. The object of the study is the process of learning to read using the example of texts in preparation for the Unified State Exam in English using techniques developed on the basis of the theory of lexical priming. The subject of the study is the process of development and testing of methods for teaching reading using the potential of lexical priming. The purpose of the work: to develop and test methodological techniques for teaching reading using the effect of lexical priming using the example of texts in preparation for the Unified State Exam in English.