Hierarchical and Dynamic Relations of Language and Cognitive Skills to Reading Comprehension: Testing the Direct and Indirect Effects Model of Reading (DIER)

Autor/in	Kim, Young-Suk Grace
Titel	Hierarchical and Dynamic Relations of Language and Cognitive Skills to Reading Comprehension: Testing the Direct and Indirect Effects Model of Reading (DIER)
Quelle	In: Journal of Educational Psychology, 112 (2020) 4, S.667-684 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Young-Suk Grace) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000407
Schlagwörter	Language Skills; Cognitive Ability; Reading Comprehension; Reading Instruction; Models; Vocabulary; Listening Comprehension; Word Recognition; Short Term Memory; Attention; Grammar; Perspective Taking; Theory of Mind; Inferences; Elementary School Students; Grade 2; Grade 4; Achievement Tests; Oral and Written Language Scales; Wechsler Individual Achievement Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Denkfähigkeit; Leseverstehen; Leseunterricht; Analogiemodell; Wortschatz; Hörverständnis; Worterkennung; Kurzzeitgedächtnis; Aufmerksamkeit; Grammatik; Zukunftsperspektive; Inference; Inferenz; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; WIAT; Eignungsprüfung; Eignungstest
Abstract	We investigated 2 hypotheses of a recently proposed integrative theoretical model of reading, the direct and indirect effects model of reading (DIER; Kim, 2017b, 2019): (a) hierarchical relations and (b) dynamic relations (or differential relations) of skills to reading comprehension. Students were assessed on reading comprehension, word reading, listening comprehension, working memory, attention, vocabulary, grammatical knowledge, perspective taking (theory of mind), knowledge-based inference, and comprehension monitoring in Grade 2 and again in Grade 4. Structural equation model results supported the hierarchical relations hypothesis of DIER. When a nonhierarchical, direct relations model was fitted, primarily the upper level skills (i.e., word reading and listening comprehension) were statistically significant. When hierarchical, direct, and indirect relations models were fitted, lower level skills (e.g., working memory, vocabulary) and higher order cognitive skills (e.g., perspective taking) were indirectly related to reading comprehension via multiple pathways, whereas word reading and listening comprehension remained directly related to reading comprehension. Furthermore, the magnitudes of relations varied in Grade 2 versus Grade 4 such that perspective taking (as measured by theory of mind), vocabulary, and working memory had larger effects whereas comprehension monitoring and grammatical knowledge had smaller effects on reading comprehension in Grade 4 than in Grade 2. These results provide some support for the dynamic relations hypothesis of DIER, but also suggest the complex nature of the dynamic relations as a function of development and text characteristics. [For the corresponding grantee submission, see ED602720.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01