The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study

We report a longitudinal study investigating the predictors of reading comprehension and word reading accuracy between the ages of 7 to 8 (UK Year 3) and 10 to 11 years (Year 6). We found that different skills predicted the development of each. Reading comprehension skill measured in Year 3 was a st...

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Vydané v:Scientific studies of reading Ročník 16; číslo 2; s. 91 - 121
Hlavní autori: Oakhill, Jane V., Cain, Kate
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Philadelphia Taylor & Francis Group 01.03.2012
Routledge
Routledge, Taylor & Francis Group
Predmet:
Ability
Accuracy
Children
Comprehension
Elementary school students
Evidence
Foreign Countries
Grade 2
Grade 3
Grade 4
Grade 5
Inference
Intelligence
Intelligence tests
Longitudinal Studies
Neale Analysis of Reading Ability
Phonemic awareness
Phonetics
Phonological Awareness
Precursors
Predictions
Predictor Variables
Reading Ability
Reading accuracy
Reading Acquisition
Reading Comprehension
Reading Skills
Skills
Story Grammar
United Kingdom
Verbal Ability
Vocabulary
Vocabulary Size
Vocabulary Skills
Word Recognition
United Kingdom
United Kingdom > UK
ISSN:1088-8438, 1532-799X
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Popis
Shrnutí:We report a longitudinal study investigating the predictors of reading comprehension and word reading accuracy between the ages of 7 to 8 (UK Year 3) and 10 to 11 years (Year 6). We found that different skills predicted the development of each. Reading comprehension skill measured in Year 3 was a strong predictor of comprehension in Year 6; vocabulary and verbal IQ also made significant unique contributions to the prediction of comprehension ability across time. Three comprehension components (inference, comprehension monitoring, and knowledge and use of story structure) emerged as distinct predictors of reading comprehension in Year 6, even after the autoregressive effect of comprehension was controlled. For word reading accuracy, early measures of word reading accuracy and phonemic awareness predicted later performance.
Bibliografia:SourceType-Scholarly Journals-1
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ISSN:1088-8438
1532-799X
DOI:10.1080/10888438.2010.529219