Early Prediction of Reading Comprehension within the Simple View Framework

Autor/inn/en	Catts, Hugh W.; Herrera, Sarah; Nielsen, Diane Corcoran; Bridges, Mindy Sittner
Titel	Early Prediction of Reading Comprehension within the Simple View Framework
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 28 (2015) 9, S.1407-1425 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-015-9576-x
Schlagwörter	Prediction; Reading Comprehension; Sight Method; Language Acquisition; Reading Ability; Phonological Awareness; Naming; Oral Language; Kindergarten; Grade 3; Grade 2; Structural Equation Models; Predictive Validity; Predictor Variables; Identification; Reading Difficulties; Reading Tests; Reading Achievement + Suchen Sie Ihr Suchwort? Vorhersage; Leseverstehen; Look-and-say method; Ganzheitsmethode; Sprachaneignung; Spracherwerb; Reading competence; Lesekompetenz; Oral interpretation; Mündlicher Sprachgebrauch; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; Prädiktor; Identifikation; Identifizierung; Reading difficulty; Leseschwierigkeit; Lesetest; Leseleistung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01