Factors Contributing to Reading Comprehension in Children with Varying Degrees of Word-Level Proficiency

Autor/inn/en	Bell, Nicola; Wheldall, Kevin
Titel	Factors Contributing to Reading Comprehension in Children with Varying Degrees of Word-Level Proficiency
Quelle	In: Australian Journal of Education, 66 (2022) 1, S.73-91 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bell, Nicola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/00049441211062941
Schlagwörter	Reading Comprehension; Accuracy; Reading Skills; Vocabulary; Receptive Language; Decoding (Reading); Word Recognition; Elementary School Students; Grade 3; Grade 4; Grade 5; Grade 6; Foreign Countries; Correlation; Australia; Burt Word Reading Test; Peabody Picture Vocabulary Test; Neale Analysis of Reading Ability + Suchen Sie Ihr Suchwort? Leseverstehen; Reading skill; Lesefertigkeit; Wortschatz; Rezeptive Kommunikationsfähigkeit; Dekodierung; Worterkennung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Korrelation; Australien
Abstract	The present study was conducted to explore how the relationships between reading comprehension constructs change according to word reading accuracy, as measured in a large convenience sample (n = 857) of school-aged students (Years 3-6) with reading difficulties. Multiple regression analyses containing interaction variables were conducted, to determine whether word reading accuracy moderated the relationships between the dependent variable (i.e. reading comprehension) and independent variables (i.e. each of vocabulary and nonword reading accuracy). The interaction variable between word reading accuracy and receptive vocabulary was significant, with steeper slopes evident among more skilled readers compared to less skilled readers. Conversely, the interaction variable between word reading accuracy and nonword reading accuracy was also significant, but with steeper slopes evident among the less skilled reader groups. These patterns align with what has been found in typically developing children: as word reading ability improves, reading comprehension depends more so on language comprehension skills than lower-level decoding skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01