Linguistic comprehension and narrative skills predict reading ability

A 9-year longitudinal study

Datos Bibliográficos

ID5265010
AutoresSuat Babayigit (0000-0003-4195-2166, University of the West of England Bristol UK, autor de correspondencia), Sue Roulstone (0000-0002-9052-1330, University of the West of England Bristol UK), Yvonne Wren (0000-0002-1575-453X, University of Bristol UK)
Año2021
Volumen91
Número1
Páginas148-168
Fecha de publicación2021-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaBritish Journal of Educational Psychology (JOURNAL)
Identificadores de la revistaISSN: 0007-0998 • E-ISSN: 2044-8279
EditorialWiley (PUBLISHER • GB)
DOI10.1111/bjep.12353
PMID32432355
OpenAlexW3026311650
IdiomaEN
Citas recibidas21
Referencias citadas57

BackgroundLinguistic comprehension and narrative skills encapsulate a complex array of grammatical and semantic skills that underpin complex reading comprehension processes. However, most research in this area has focused on children with reading difficulties and not on typically developing children. Also the research has mostly focused on short-term effects of these skills on reading during the primary school years. Therefore, it remains unclear what specific role linguistic comprehension and narrative skills play in typically developing children's reading beyond the primary school years.AimsWith this 9-year prospective longitudinal study, we sought to clarify the independent effects of linguistic comprehension and narrative skill (at 5 years of age) on children's reading ability at 10 and 14 years of age.SampleWe examined the data from 716 children (MAge = 67 months, SD = 2.13 months), which were drawn from a major population cohort study, the Avon Longitudinal Study of Parents and Children.MethodsChildren's language skills were assessed at 5 and word reading and reading comprehension skills at 10 years of age. The reading achievement scores at 14 years of age were based on national curriculum test results.ResultsLinguistic comprehension and narrative skills at 5 years of age made unique and direct contributions to reading comprehension skills and reading achievement after accounting for general cognitive ability, memory, phonological skills, and mother's education. Moreover, listening comprehension predicted reading achievement even when prior reading skills were taken into account.ConclusionsLinguistic comprehension and narrative skills are related but distinct oral language skills that continue to influence children's reading development beyond the primary school years

Comprehension · Curriculum · Developmental psychology · Linguistics · Narrative · Pedagogy · Population · Reading (process) · Reading comprehension · Language Development and Disorders · Medicine · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development