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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Vydáno v:	Reading & writing Ročník 28; číslo 9; s. 1407 - 1425
Hlavní autoři:	Catts, Hugh W., Herrera, Sarah, Nielsen, Diane Corcoran, Bridges, Mindy Sittner
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Dordrecht Springer Netherlands 01.11.2015 Springer Springer Nature B.V
Témata:	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
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Shrnutí:	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.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0922-4777 1573-0905
DOI:	10.1007/s11145-015-9576-x