Early prediction of reading comprehension within the simple view framework

The simple view of reading proposes that reading comprehension is the product of word reading and language comprehension. In this study, we used the simple view framework to examine the early prediction of reading comprehension abilities. Using multiple measures for all constructs, we assessed word...

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Bibliographic Details
Published in:Reading & writing Vol. 28; no. 9; pp. 1407 - 1425
Main Authors: Catts, Hugh W., Herrera, Sarah, Nielsen, Diane Corcoran, Bridges, Mindy Sittner
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.11.2015
Springer
Springer Nature B.V
Subjects:
Comprehension
Education
Elementary education
Elementary school students
Grade 2
Grade 3
Grade 4
Identification
Kindergarten
Language
Language Acquisition
Language and Literature
Language Skills
Linguistics
Literacy
Longitudinal Studies
Naming
Neurology
Oral Language
Phonological Awareness
Precursors
Prediction
Predictive Validity
Predictor Variables
Psycholinguistics
Reading Ability
Reading Achievement
Reading Comprehension
Reading Difficulties
Reading Tests
Sight Method
Social Sciences
Spoken language
Structural equation modeling
Structural Equation Models
Florida
United States > US
Early identification
Simple view of reading
Reading comprehension
ISSN:0922-4777, 1573-0905
Online Access:Get full text
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Summary:The simple view of reading proposes that reading comprehension is the product of word reading and language comprehension. In this study, we used the simple view framework to examine the early prediction of reading comprehension abilities. Using multiple measures for all constructs, we assessed word reading precursors (i.e., letter knowledge, phonological awareness, rapid naming) and oral language at the beginning of kindergarten and reading comprehension at the end of third grade. Word reading was also assessed at the end of second grade and served as a mediator. Structural equation modeling showed that precursors of word reading and language comprehension accurately predicted reading comprehension in both mediated and non-mediated models. The results have important implications for the early identification of reading comprehension difficulties.
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ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-015-9576-x