A Dynamic Developmental Link between Verbal Comprehension-Knowledge (Gc) and Reading Comprehension: Verbal Comprehension-Knowledge Drives Positive Change in Reading Comprehension

Autor/inn/en	Reynolds, Matthew R.; Turek, Joshua J.
Titel	A Dynamic Developmental Link between Verbal Comprehension-Knowledge (Gc) and Reading Comprehension: Verbal Comprehension-Knowledge Drives Positive Change in Reading Comprehension
Quelle	In: Journal of School Psychology, 50 (2012) 6, S.841-863 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2012.07.002
Schlagwörter	Reading Comprehension; Child Health; Academic Achievement; Children; Early Adolescents; Scores; Intervention + Suchen Sie Ihr Suchwort? Leseverstehen; Schulleistung; Child; Kind; Kinder
Abstract	Intelligence and general academic achievement have a well-established relation, but the interrelated development of the two constructs over time is less well-known. In this study, the dynamic developmental relation between verbal comprehension-knowledge (Gc) and reading comprehension was examined by applying bivariate dual change score models (McArdle, 2009) to longitudinal data collected from children aged 9 through 15 who were part of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD). A unidirectional dynamic link was found in which higher levels of prior Gc led to increased positive change in reading comprehension scores. This unidirectional link was not altered by including intelligence measured at 24-months, SES, sex, basic reading, and reading volume as time-invariant covariates. Gc is a leading indicator of reading comprehension and should be considered when developing and monitoring long-term reading comprehension interventions for children. (Contains 4 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10