A Longitudinal Investigation of Directional Relations between Domain Knowledge and Reading in the Elementary Years

Autor/inn/en	Hwang, HyeJin; McMaster, Kristen L.; Kendeou, Panayiota
Titel	A Longitudinal Investigation of Directional Relations between Domain Knowledge and Reading in the Elementary Years
Quelle	In: Reading Research Quarterly, 58 (2023) 1, S.59-77 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.481
Schlagwörter	Elementary School Students; Learning Processes; Reading; Short Term Memory; Cognitive Processes; Language Proficiency; English; Literacy; Reading Skills; Bilingualism; Monolingualism; Language Arts; Prior Learning; Children; Longitudinal Studies; Surveys; Reading Tests; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Leseprozess; Lesen; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Language skill; Language skills; Sprachkompetenz; English language; Englisch; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Bilingualismus; Sprachkultur; Vorkenntnisse; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Lesetest
Abstract	The present study tested the postulation that "knowledge begets reading, which begets knowledge." Using Random Intercepts Cross-Lagged Panel Models (RI-CLPM), we analyzed a U.S. nationally representative data set to examine the directionality and magnitude of the longitudinal relation between domain knowledge (operationalized as science domain knowledge) and reading throughout the elementary years (from kindergarten to fifth grade), while accounting for important covariates, such as working memory, cognitive flexibility, English language proficiency, basic literacy skills, and demographic information. Moreover, we conducted multi-group RI-CLPM analyses to examine whether language status (being bilingual or monolingual) moderates the longitudinal relation between domain knowledge and reading. The results showed that the relation between domain knowledge and reading is bidirectional and positive throughout the elementary years, providing empirical evidence that domain knowledge and reading may mutually enhance with each other. In addition, language status did not moderate the relation between domain knowledge and reading, suggesting that the directionality and magnitude of the relation were similar between bilingual and monolingual students. Taken together, the results have important implications for integrating content knowledge and English language arts core instruction in elementary grades. [For the corresponding grantee submission, see ED623594.] (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01