Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills.

2009 ◽  
Vol 101 (4) ◽  
pp. 765-778 ◽  
Author(s):  
Panayiota Kendeou ◽  
Paul van den Broek ◽  
Mary Jane White ◽  
Julie S. Lynch
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Oral Language ◽  
Early Elementary ◽  
Decoding Skills ◽  
Early Elementary School

scholarly journals Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School

2016 ◽  
Vol 87 (6) ◽  
pp. 1813-1824 ◽  
Author(s):  
Carol McDonald Connor ◽  
Stephanie L. Day ◽  
Beth Phillips ◽  
Nicole Sparapani ◽  
Sarah W. Ingebrand ◽  
...  
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Self Regulation ◽  
Semantic Knowledge ◽  
Reciprocal Effects ◽  
Early Elementary ◽  
Early Elementary School

scholarly journals Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development

2013 ◽  
Vol 44 (4) ◽  
pp. 360-373 ◽  
Author(s):  
Crysten M. Skebo ◽  
Barbara A. Lewis ◽  
Lisa A. Freebairn ◽  
Jessica Tag ◽  
Allison Avrich Ciesla ◽  
...  
Keyword(s):  
High School ◽  
Middle School ◽  
Elementary School ◽  
Reading Comprehension ◽  
Literacy Development ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Early Elementary ◽  
Speech Sound Disorders ◽  
Early Elementary School

PurposeThe relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL).MethodIn a cross-sectional design, students ages 7;0 (years;months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills.ResultsFor the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school.ConclusionAlthough similar skills contribute to reading across the age span, the relative importance of these skills changes with children's literacy stages.

scholarly journals Language skills, and not executive functions, predict the development of reading comprehension of early readers: evidence from an orthographically transparent language

2021 ◽  
Author(s):  
Dacian Dorin Dolean ◽  
Arne Lervåg ◽  
Laura Visu-Petra ◽  
Monica Melby-Lervåg
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Executive Functions ◽  
Oral Language ◽  
Latent Variables ◽  
Language Skills ◽  
Transparent Orthography ◽  
Early Readers ◽  
Early Elementary School ◽  
Oral Language Skills

AbstractThe simple view of reading proposes that the development of reading comprehension in early elementary school is best predicted by children’s fluent decoding and oral language skills. Recent studies challenge this view and suggest that executive functions should also be included in this theoretical model; however, the empirical evidence is not strong enough to clearly support or refute this hypothesis. In this short-term longitudinal study, we used latent variables to test whether executive functions have direct effects on the development of reading comprehension in 184 Romanian second graders, beyond fluent decoding and oral language skills. The results indicated that the initial stages of reading comprehension were associated with executive functions, but only the language skills could independently predict the development of reading comprehension. Our findings show that executive functions do not have a significant direct effect on the development of reading comprehension in early readers beyond fluent decoding and oral language skills in languages with transparent orthography. The results also suggest that once children learn to decode well, their language skills (and not their executive functions) have a strong effect on the development of reading comprehension. Therefore, reading interventions in elementary school should stress on the development of oral language skills.

School readiness and achievement in early elementary school: Moderation by Students' temperament

2021 ◽  
Vol 74 ◽  
pp. 101265
Author(s):  
Carlos Valiente ◽  
Leah D. Doane ◽  
Sierra Clifford ◽  
Kevin J. Grimm ◽  
Kathryn Lemery-Chalfant
Keyword(s):  
Elementary School ◽  
School Readiness ◽  
Early Elementary ◽  
Early Elementary School

Children's understanding of homonyms

1995 ◽  
Vol 22 (1) ◽  
pp. 107-127 ◽  
Author(s):  
Andrea G. Backscheider ◽  
Susan A. Gelman
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Early Elementary ◽  
Early Elementary School ◽  
One To One ◽  
Metalinguistic Skills ◽  
Common Label

ABSTRACTPrevious tasks have shown that preschool and early elementary school-children typically have trouble learning and identifying homonyms (Peters & Zaidel, 1980; Mazzocco, 1989). It is possible that a one-to-one mapping assumption or a lack of metalinguistic skills makes homonym learning and identification particularly difficult. In three experiments we examined a total of 60 three-year-olds' ability to pick out homonym pairs, and the extent to which they realize that although homonyms share a common label, they represent two different categories. In Experiment 1 subjects were asked to identify homonym pairs. In Experiment 2, homonym pairs and non-homonym pairs were labelled, then children were asked whether the pairs had the same name, and whether they were the same kind of thing. In Experiment 3 children were shown one-half of each of several homonym and non-homonym pairs, then asked to identify a name match and a category match from a set of pictures. From these experiments we conclude that children have the metalinguistic skills necessary to identify homonym pairs; moreover, they realized that homonyms represent two different categories. Finally, if children have a one-to-one mapping assumption, it is not strong enough to prevent them from acquiring homonyms.

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