Understanding the Relative Contributions of Lower‐Level Word Processes, Higher‐Level Processes, and Working Memory to Reading Comprehension Performance in Proficient Adult Readers
Bibliographic Data
| ID | 10721990 |
|---|---|
| Authors | Brenda Hannon (0000-0001-9072-5109, The University of Saskatchewan Saskatoon Canada, corresponding author) |
| Year | 2012 |
| Volume | 47 |
| Issue | 2 |
| Pages | 125-152 |
| Publication date | 2012-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Reading Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/rrq.013 |
| OpenAlex | W1536377901 |
| Language | EN |
| Citations received | 10 |
| References cited | 95 |
Although a considerable amount of evidence has been amassed regarding the contributions of lower‐level word processes, higher‐level processes, and working memory to reading comprehension, little is known about the relationships among these sources of individual differences or their relative contributions to reading comprehension performance. This study addresses these shortcomings by using structural equation modeling. The principal structural equation model tested in this study—called the cognitive components‐resource model of reading comprehension—proposes a set of specific relationships among lower‐level word processing, higher‐level processes, and working memory. This model is then systematically compared with a series of other models that propose alternative relationships among these three sources of individual differences. The results show that, although working memory influences higher‐level processes, speed of lower‐level word processing exerts little to no influence on higher‐level processes or working memory. The results also show that a variant of the cognitive components‐resource model of reading comprehension accounts for 62% of the variance in reading comprehension performance. Taken as a whole, the present study informs theories of reading comprehension by proposing relationships among important sources of individual differences. It also provides a foundation for future research seeking to test and compare theories of reading comprehension and other sources of individual differences
Cognition · Cognitive psychology · Comprehension · Linguistics · Reading (process) · Reading comprehension · Set (abstract data type) · Short-term memory · Structural equation modeling · Word recognition · Working memory · Computer Science · Education, Achievement, and Giftedness · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development
Self-Assessment in Reading Competence
The effects of e-stories on preschoolers’ narrative comprehension, retelling and reading attitudes among poor and good comprehenders
Psychometric models of individual differences in reading comprehension
Interaction between levels of text representation and working memory during L2 reading comprehension
Reading Comprehension and Phonics Research
Automated and controlled processes in comprehending multiple documents
Word-Decoding Skill Interacts With Working Memory Capacity to Influence Inference Generation During Reading
Roles of Attention Shifting and Inhibitory Control in Fourth-Grade Reading Comprehension
Effects of Picture Labeling on Science Text Processing and Learning
The Role of Comprehension Monitoring, Theory of Mind, and Vocabulary Depth in Predicting Story Comprehension and Recall of Kindergarten Children
The Science of Reading
A Beginner's Guide to Structural Equation Modeling
The simple view of reading
Relationships of three components of reading fluency to reading comprehension.
The dissociation of word reading and text comprehension
Language Comprehension as Structure Building
Constructing inferences during narrative text comprehension.
Working memory and language comprehension
Inference during reading.
Children's Reading Comprehension Ability
Sensitivity of Fit Indexes to Misspecified Structural or Measurement Model Components
Individual differences in working memory and reading
Chapter 9 Toward a Comprehensive Model of Comprehension
The Acquisition of Reading Comprehension Skill
Toward a theory of automatic information processing in reading
Testing and refining the direct and inferential mediation model of reading comprehension.
Long-term working memory.
Is working memory capacity task dependent?
A capacity theory of comprehension
Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes
In Search of Underlying Dimensions
Sources of Individual Differences in Reading Comprehension and Reading Fluency.
Working memory, short-term memory, and general fluid intelligence
Predicting reading comprehension in early elementary school
The role of knowledge in discourse comprehension
Cutoff criteria for fit indexes in covariance structure analysis
In Search of Golden Rules
Testing Structural Equation Models
Text comprehension, memory, and learning
Activation and Encoding of Predictive Inferences
Constructing inferences in expository text comprehension
A Unified Model for Predictive and Bridging Inferences
Sentences, individual differences, and multiple texts
Inference Processes
Young Children's Concepts about Print and Reading
The Speed of Word Recognition Subprocesses and Reading Achievement in College Students
Phonology and Reading Disability
Introduction to the Special Section on Cognitive Abilities
Principles and Practice of Structural Equation Modeling
| Citations per year | 0.77 |
|---|---|
| Citation span | 2013 - 2024 (12) |
| Highly cited | No |