Predicting reading comprehension in early elementary school
The independent contributions of oral language and decoding skills.
Bibliographic Data
| ID | 23318482 |
|---|---|
| Authors | Panayiota Kendeou (0000-0002-0392-7659), Paul Van Den Broek (0000-0001-9058-721X), Mary Jane White, Julie S Lynch |
| Year | 2009 |
| Volume | 101 |
| Issue | 4 |
| Pages | 765-778 |
| Publication date | 2009-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0015956 |
| OpenAlex | W2158817500 |
| Language | EN |
| Citations received | 142 |
| References cited | 32 |
The authors examined the development of oral language and decoding skills from preschool to early elementary school and their relation to beginning reading comprehension using a cross-sequential design. Four- and 6-year-old children were tested on oral language and decoding skills and were retested 2 years later. In all age groups, oral language and decoding skills formed distinct clusters. The 2 clusters were related to each other in preschool, but this relation became weaker in kindergarten and 2nd grade. Structural equation modeling showed that both sets of skills in 2nd grade independently predicted a child's reading comprehension. These findings confirm and extend the view that the 2 clusters of skills develop early in a child's life and contribute to reading comprehension activities in early elementary school, with each cluster making a considerable, unique contribution
Comprehension · Developmental psychology · Language development · Linguistics · Mathematics education · Reading (process) · Reading comprehension · Relation (database) · Structural equation modeling · Child Development and Digital Technology · Computer Science · Psychology · Reading and Literacy Development · Writing and Handwriting Education
Continuing the development of the Multilingual Assessment Instrument for Narratives – New language adaptations and empirical investigations
The narrative abilities of 4-year-old monolingual Afrikaans- and Xhosa-speaking children from low socio-economic status environments in South Africa
Les capacités inférentielles en situation de compréhension de récits
Academic language and listening comprehension—Two sides of the same coin? An empirical examination of their dimensionality, relations to reading comprehension, and assessment modality
Contingent responsivity in E-books modeled from quality adult-child interactions
Who was Abraham Lincoln anyway? Mother–child reminiscing across levels of abstraction
Testing mechanisms underlying children’s reading development
The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills
Education, Competence Development and Career Trajectories
The Psychology and Pedagogy of Reading Processes
The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension.
A Cognitive View of Reading Comprehension
The Simple View of Reading
Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children
From infancy to adolescence
Why the Simple View of Reading Is Not Simplistic
Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension
The Precursors of Reading Ability in Young Readers
The Simple View of Reading Redux
The influence of early linguistic skills and family factors on literacy acquisition in Chinese children
Direct and Indirect Pathways of Variation in Length of Exposure to the Majority Language, Cognitive and Language Skills in Preschoolers’ Listening Narrative Comprehension
From stories to literacy
Text comprehension across print and audio
Effet de la lecture indiciaire sur le développement de conduites discursives orales d’enfants de maternelle 5 ans en milieu pluriethnique et plurilingue
Exploring children’s writing development in response to transition from pre-school to primary context in Turkish classrooms
Data based individualization in early writing
Profiles of learner readers and their early literacy skills and environmental predictors
Early development of narrative macrostructure in kindergarten through second grade in Appalachian schools
Receptive Vocabulary and Listening Narrative Comprehension of Italian–English Bilingual Children between 5 to 7 Years
Preliminary effects of a pilot listening comprehension intervention on the narrative abilities of children with ASD
Learning through everyday activities
The effects of e-stories on preschoolers’ narrative comprehension, retelling and reading attitudes among poor and good comprehenders
Early Literacy Skills and Later Reading and Writing Performance Across Countries
Opportunities to Talk Matter in Shared Reading
Preschool Classroom Age Composition and Physical Literacy Environment
Mothers’ Sophisticated Vocabulary Input and Children’s Story Comprehension
Children’s Narrative Retells
Patterns of Classroom Organization in Classrooms Where Children Exhibit Higher and Lower Language Gains
The impact of a story-based intervention on language, literacy, and cognitive development in South African pre-schoolers
A Different View on the Simple View of Reading
Effects of Teacher- Versus Application-Delivered Instruction on the Expressive Vocabulary of At-Risk Preschool Children
Preschoolers’ electrodermal activity and story comprehension during print and digital shared reading
Same benefits, different communication patterns
The prediction from MLAT to L2 achievement is largely due to MLAT assessment of underlying L1 abilities
Mapping the predictive role of MLAT subtests for L2 achievement through regression commonality analysis
Differential contributions of home literacy, vocabulary, and grammar on narrative production and comprehension
Development of a French‐language early literacy scale
The unique contribution of reading motivation to reading comprehension increases from Grades 2 to 4 in Chinese children
Antecedents of child literacy in Romania
Early cognitive and home environmental predictors of reading fluency and reading comprehension in Turkish‐speaking children
Individual differences in L1 attainment and language aptitude predict L2 achievement in instructed language learners
An Exploration of the Heterogeneous Nature of Reading Comprehension Development in First Grade
Efficacy of a Technology-Based Early Language Comprehension Intervention
Unpacking the Simple View of Reading for Struggling Adult Readers
A Framework for a Culturally Sustaining “Science of Reading”
Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing
Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement
Supporting preschoolers’ cognitive development
Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda
The role of vocabulary and decoding language skills in reading comprehension
African-American Children's Active Reasoning about Media Texts as a Precursor to Media Literacy in the United States
Scaling up experiments to reduce educational inequality
Home literacy environment and early biliteracy engagement and attainment
Fighting stigma‐based bullying in primary school children
Efficacy of the Tell language and literacy curriculum for preschoolers with developmental speech and/or language impairment
Family context and children’s early literacy skills
Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties
Emergent literacy profiles among prekindergarten children from low-SES backgrounds
Promoting high-leverage writing instruction through an early childhood classroom daily routine (WPI)
Supplementing literacy instruction with a media-rich intervention
Effective behavior management in preschool classrooms and children's task orientation
Toward an ecobehavioral model of early language development
Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach
Early narrative skills in Chilean preschool
Early predictors of first and fourth grade reading and math
Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence
Effects of language on initial reading
Unpacking the relations of transcription and oral language to written composition in kindergarten children
The Differential Effects of Extrinsic and Intrinsic Motivation on Higher‐Order Comprehension
Literacy instruction activities and their associations with first graders’ reading performance in two transparent orthographies
Reading comprehension from grade 1 to 6 in two shallow orthographies
Narrative abilities in subgroups of English language learners and monolingual peers
How lexical quality predicts L2 reading comprehension in early bilingual education
Language proficiency, reading comprehension and home literacy in bilingual children
Contributions of code-based and oral language skills to Arabic and English reading comprehension in Arabic-English bilinguals in the elementary school years
Predicting individual differences in reading comprehension
Relations between oral language skills and English reading achievement among Spanish–English bilingual children
The effect of a specialized dyslexia font, OpenDyslexic, on reading rate and accuracy
Formative peer assessment to enhance primary school pupils’ oral skills
Inferencing questions embedded in a children’s book help children make more inferences
The unique role of verbal memory, vocabulary, concentration and self-efficacy in children’s listening comprehension in upper elementary grades
Examining the relations between early language skills and environmental variables and literacy skills
Differences in sentence complexity in the text of children’s picture books and child-directed speech
The concurrent and longitudinal relationship between narrative skills and other language skills in children
Relationships between preschoolers’ oral language and phonological awareness
Development of teacher-child conversations during three years of teacher coaching in dialogic approach to reading
Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development
Evidence-based practices to stimulate emergent literacy skills in kindergarten in France
How executive control predicts early reading development
Vocabulary, Morpho-Syntactic Skills, and Home Literacy Activities as Predictors of Reading Comprehension in Greek–English Bilingual Children
The Science of Reading
The simple view of reading
Causal thinking and the representation of narrative events
Prediction of Reading Comprehension
Remembrance of things parsed
The dissociation of word reading and text comprehension
Constructing inferences during narrative text comprehension.
Semantic Processing and the Development of Word-Recognition Skills
Child Development and Emergent Literacy
Children's Reading Comprehension Ability
Learning to Read Words
Language Basis of Reading and Reading Disabilities
Classroom Applications of Research on Self-Regulated Learning
Systematic Phonics Instruction Helps Students Learn to Read
Assessing Goodness of Fit
Toward a model of text comprehension and production.
The role of knowledge in discourse comprehension
Cutoff criteria for fit indexes in covariance structure analysis
Decoding, Reading, and Reading Disability
The Handbook of Psycholinguistics
Basics of Structural Equation Modeling
Repetition Increases Children's Comprehension of Television Content—Up to a Point
Network representations of causal relations in memory for narrative texts
The development of goal plans of action in the narration of a picture story
Logical necessity and transitivity of causal relations in stories
Assessing narrative comprehension in young children
Development of emergent literacy and early reading skills in preschool children
A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading Retardation
Oral language and code-related precursors to reading
Assessing reading difficulties
Revisiting the simple view of reading
Alternative Ways of Assessing Model Fit
| Unique citing works | 142 |
|---|---|
| Citations per year | 8,88 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 134 |