Cognitive Mediators of Reading Comprehension in Early Development

Decker, Scott L.; Strait, Gerald G.; Roberts, Alycia M.; Wright, Emma Kate C.

doi:10.1007/s40688-017-0127-0

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…The initial 18 items require the child to identify individual letters, later items require the child to read aloud individual words. This subtest has been widely used to assess word reading skills, and recent studies have found significant correlations with broader literacy skills in diverse populations (Decker et al, 2018;Hajovsky et al, 2020;Miciak et al, 2022).…”

Section: Outcome Measurementioning

confidence: 99%

Differences in Reading Screening Accuracy by Percentile Cutoff and English Proficiency: Feature Selection and Group-wise Prediction Evaluation

Siebert,

Bell,

Gutierrez

et al. 2024

Preprint

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This exploratory predictive study investigates our capacity to predict risk of developing reading difficulties based on a battery of tasks tapping into commonly used reading screening constructs. A key question pertains to the extent to which we can predict fairly and with equal accuracy for native English-speakers (EO) and emerging multilinguals (English learners [ELs] with sufficient English-proficiency to participate in English screening). This prediction exercise takes place in a linguistically diverse sample, over different prediction intervals (end of same and subsequent academic year), and across a range of percentile cut-offs (1st-25th) defining reading difficulty.Specifically, using a sample of 1,692 kindergarteners and first-graders from 24 schools across 13 Californian public school districts, we (a) identified the most important reading screening tasks for a range of percentile cut-offs defining ‘risk’ using random forest feature selection; (b) built a series of logisitic regression classifiers; and (c) evaluated these models’ performances for ELs and EO students spearately. When risk is defined as performance below the tenth percentile or higher, the same tasks generally surface as most important predictors of later word reading difficulty (letter naming and sounds for kindergarten; word and non-word reading for first graders), though with different relative importance for EO vs EL students and for the different prediction intervals. Though most models can be optimised to exceed sensitivity and specificity values of .80, classification accuracy is higher for EO students, especially for two-year predictions. Though models meeting conventionally used minimum accuracy requirements for both the EO and EL groups can be produced, more work is needed to achieve truly linguistically equitable (i.e., equally accurate) screening. We discuss the implications and feasibility of universal reading screening using English screening tasks in linguistically diverse populations.

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Section: Outcome Measurementioning

confidence: 99%

Differences in Reading Screening Accuracy by Percentile Cutoff and English Proficiency: Feature Selection and Group-wise Prediction Evaluation

Siebert,

Bell,

Gutierrez

et al. 2024

Preprint

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“…The relationship between narrative ability and word reading ability has been found in various languages, such as English, Spanish, Korean, Japanese and so on (Kim et al, 2021;Majorano et al, 2022;Maureen et al, 2020). Some of these studies support narrative skills and early reading skills; however, there are also several studies that contradict these findings, for example, studies that examined narrative abilities in early childhood students as assessed by macrostructure did not show any predictions of reading, decoding, and word comprehension abilities controlling emergency literacy skills (Decker et al, 2018;Hettiarachchi, 2022). In addition, narrative ability is also not positively correlated with print-writing ability and phonological ability.…”

Section: Narrative Skills and Early Reading Skillsmentioning

confidence: 99%

“…In addition, previous studies have mostly only revealed the relationship between emergent literacy skills and word reading skills measured using only size criterion, which represent only a part of the construct, for example, only involving macro structures (Anderson et al, 2019;Ciampa & Gallagher, 2018). Several other studies have only examined the correlation of narrative ability with early word reading skills without considering other emergent literacy abilities (Decker et al, 2018;Hettiarachchi, 2022). Thus, the majority of previous studies have not investigated the contribution of narrative skills directly and indirectly to early word reading skills and their relationship with other emergent literacy skills.…”

Section: Contribution and Research Objectivesmentioning

confidence: 99%

“…Reading is a complex process involving various cognitive functions, namely attention, concentration, the ability to make associations with information obtained through various modalities, the ability to perform rapid decoding, verbal comprehension and general intelligence (Incognito & Pinto, 2021;Thomas et al, 2020). Several previous studies have confirmed the existence of a relationship between skills, for example, the relationship between narrative ability and listening ability, expressive and receptive vocabulary mastery, grammar ability and reading comprehension (Anderson et al, 2019;Decker et al, 2018). However, scant previous research has revealed the relationship between narrative ability and emergent literacy in early childhood and early reading skills.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Narrative Ability on Emergent Literacy Skills and Early Word Reading of Early Childhood Students

Puspitasari,

Damaianti,

Syihabuddin

et al. 2023

IJLTER

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Narrative ability is one of the abilities included in emergent literacy and plays a very important role in the development of students' early reading skills. However, research examining the relationship between narrative skills, emergent literacy skills and word reading skills is still limited. Through this research, the researcher investigates the role of narrative ability on emergent literacy ability and reading ability. Besides that, the study investigates the predictive relationship between students' narrative ability, emergent literacy ability, and early word reading ability. The method used in this study was factorial design analysis with several types of data analysis, namely descriptive, correlation, and regression to see the role and relationship of narrative ability, emergent literacy ability, and students' initial word reading ability. Participants in this study were early childhood students, totaling 250 students with an age range of 2-5 years. The research findings show that narrative ability has a significant positive correlation with all aspects of emergent literacy measures. Narrative ability is able to predict the ability to read words in the univariate model. Storybook retelling instructions result in a story that is longer than the original story. This change in story length can have an impact on the use of complex language and decontextualization such as vocabulary development, development of linguistics units, understanding of characters in stories, and story organization. Furthermore, this study also shows that the relationship between students' narrative ability and word reading ability can be mediated by emergent literacy skills, including syntactic abilities, knowledge of letters, phonological abilities, pronunciation of letter sounds, and print conventions. Although the relationship between narrative ability and students' initial reading ability is not direct, this narrative ability makes a significant contribution because narrative ability has a significant impact on emergency literacy skills which, in turn, supports the development of students' reading skills. This research implies that parents or teachers need to consider various alternatives in developing students' reading skills by optimizing narrative skills and other emergency literacy skills so that students are better prepared when they enter school age.

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Nondiscriminatory, Cross‐Cultural School Neuropsychological Assessment

Ortiz

Oganes

2022

Best Practices in School Neuropsychology

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Cognitive Mediators of Reading Comprehension in Early Development

Cited by 4 publications

References 13 publications

Differences in Reading Screening Accuracy by Percentile Cutoff and English Proficiency: Feature Selection and Group-wise Prediction Evaluation

Differences in Reading Screening Accuracy by Percentile Cutoff and English Proficiency: Feature Selection and Group-wise Prediction Evaluation

The Role of Narrative Ability on Emergent Literacy Skills and Early Word Reading of Early Childhood Students

Nondiscriminatory, Cross‐Cultural School Neuropsychological Assessment

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