Component Skills Affecting Elementary Students' Informational Text Comprehension

Autor/inn/en	Liebfreund, Meghan D.; Conradi, Kristin
Titel	Component Skills Affecting Elementary Students' Informational Text Comprehension
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 6, S.1141-1160 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-016-9629-9
Schlagwörter	Elementary School Students; Componential Analysis; Nonfiction; Grade 3; Grade 4; Grade 5; Regression (Statistics); Reading Comprehension; Decoding (Reading); Vocabulary Skills; Prior Learning; Motivation; Skill Analysis; Cognitive Ability; Knowledge Level; Predictor Variables; Correlation; Performance Factors + Suchen Sie Ihr Suchwort? Non-fiction; Nichtfiktionaler Text; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Regression; Regressionsanalyse; Leseverstehen; Dekodierung; Aktiver Wortschatz; Vorkenntnisse; psychologische; Motivation (psychologisch); Denkfähigkeit; Wissensbasis; Prädiktor; Korrelation; Leistungsindikator
Abstract	This study was conducted to examine the factors that influence informational text comprehension and to determine how these vary for students with higher and lower component skills. The sample included 177 students in grades 3-5. Regression analyses were used to predict informational text comprehension with decoding efficiency, vocabulary knowledge, prior knowledge, and intrinsic motivation. This model, that also included age and grade as control variables, explained 62.5% of the variance in informational text comprehension. Each component skill explained unique variance, and vocabulary knowledge accounted for the largest portion. Next, we examined whether the factors contributed differently to informational text comprehension for students with higher and lower component skills. Overall, the regressions were better predictors for students with higher than those with lower component skills. For students with lower component skills, motivation and vocabulary were consistent predictors, whereas vocabulary and decoding efficiency were consistent predictors for students with higher component skills. The findings indicate multiple factors are important for informational text comprehension, particularly vocabulary, and research should examine this topic for different types of readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01