Correlates of early reading comprehension skills: a componential analysis

Babayiğit, Selma; Stainthorp, Rhona

doi:10.1080/01443410.2013.785045

Cited by 15 publications

(10 citation statements)

References 61 publications

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“…Reading and listening comprehension are highly correlated and the skills important for both are largely overlapping (Adams, Bourke, & Willis, 1999; Verhoeven & van Leeuwe, 2008). These include both word-level processing skills (phonological and lexical-semantic processing) and higher-level linguistic skills such as word-to-text integration, parsing, and inference making (Babayigit & Stainthorp, 2014; Diakidoy, Stylianou, Karefillidou, & Papageorgiou, 2005). In addition, a few studies suggest that functional activation during comprehension is largely modality-independent, especially for complex sentences or passages (Braze et al, 2011; Constable et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

Cortical regions supporting reading comprehension skill for single words and discourse

et al. 2018

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A substantial amount of variation in reading comprehension skill is explained by listening comprehension skill, suggesting tight links between printed and spoken discourse processing. In addition, both word level (e.g., vocabulary) and discourse-level sub-skills (e.g., inference-making) support overall comprehension. However, while these contributions to variation in comprehension skill have been well-studied behaviorally, the underlying neurobiological basis of these relationships is less well understood. In order to examine the neural bases of individual differences in reading comprehension as a function of input modality and processing level, we examined functional neural activation to both spoken and printed single words and passages in adolescents with a range of comprehension skill. Data driven Partial Least Squares Correlation (PLSC) analyses revealed that comprehension skill was positively related to activation in a number of regions associated with discourse comprehension and negatively related to activation in regions associated with executive function and memory across processing levels and input modalities.

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Section: Introductionmentioning

confidence: 99%

Cortical regions supporting reading comprehension skill for single words and discourse

et al. 2018

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“…Quickly developing word recognition skills may, furthermore, entail that word reading does not limit children’s early reading capacity in transparent orthographies in the same way it does in English. While studies of transparent orthographies have been few and inconclusive, evidence from studies of highly transparent orthographies like Turkish and Finnish has supported that idea (e.g., Babayiğit & Stainthorp, 2014; Müller & Brady, 2001). The present Spanish-language research is part of that same line of evidence.…”

Section: Discussionmentioning

confidence: 99%

Assessment of Reading Precursors in Spanish-Speaking Children

Ferreras¹,

Alvarado

Fernández

et al. 2016

Span. J. Psychol.

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This study's purpose was to analyse basic reading processes in different age groups of Spanish-speaking children using confirmatory factor analysis (CFA) and regression analysis. Two hundred forty-five children (aged 4 years and 9 months, to 9 years and 7 months; 120 boys, 125 girls), native Spanish-speakers, were selected from schools in Madrid. All participants were in either their last year of preschool or the first three years of elementary school, depending on their age. Nine classic reading tasks were created and administered to measure three reading skills: word recognition, phonological awareness, and reading comprehension. The results of the CFA show that data fit to proposed model with a general reading factor based on these three reading skills χ2(27) = 29.03, p = .36, RMSEA = .02, 90% CIs [.0, .05], CFI = 1.0. The word recognition skills were the best at describing reading performance in preschool children (R 2 = .51 for word identification task); phonological awareness, especially rhyme identification task, discriminated well until second grade (R 2 = .60); and finally, reading comprehension, basically phrase completion task, were the best measure of reading performance in third grade (R 2 = .45).

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“…Vocabulary depth reflects the fact that vocabulary is multi-dimensional: as such it cannot be measured adequately with only one type of test. Furthermore, considerable evidence suggests that depth of vocabulary knowledge is important for reading comprehension, for both children in their first language (Babayiǧit & Stainthorp, 2014;Catts, Adlof, & Weismer, 2006;Nation & Snowling, 2004) and additional languages (Geva & Farnia, 2012;Geva & Massey-Garrison, 2013;Lesaux, Crosson, Kieffer, & Pierce, 2010;Nakamoto, Lindsey, & Manis, 2007;Proctor, August, Carlo, & Snow, 2005).…”

Section: Vocabulary Developmentmentioning

confidence: 99%

Measuring knowledge of multiple word meanings in children with English as a first and an additional language and the relationship to reading comprehension

et al. 2021

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Polysemy, or the property of words having multiple meanings, is a prevalent feature of vocabulary. In this study we validated a new measure of polysemy knowledge for children with English as an additional language (EAL) and a first language (EL1) and examined the relationship between polysemy knowledge and age, language status, and reading comprehension. Participants were 112 British children aged 5 to 6 (n = 61) or 8 to 9 years (n = 51), 37% of whom had EAL (n = 41). Participants completed the new measure of knowledge of polysemes, along with other measures of language, literacy and cognitive ability. The new measure was reliable and valid with EAL and EL1 children. Age and language status predicted children's polyseme knowledge. Polyseme knowledge uniquely contributed to reading comprehension after controlling for age, language status, non-verbal intelligence, time reading in English, and breadth of vocabulary. This research underscores the importance of polysemy for children's linguistic development.

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Correlates of early reading comprehension skills: a componential analysis

Cited by 15 publications

References 61 publications

Cortical regions supporting reading comprehension skill for single words and discourse

Cortical regions supporting reading comprehension skill for single words and discourse

Assessment of Reading Precursors in Spanish-Speaking Children

Measuring knowledge of multiple word meanings in children with English as a first and an additional language and the relationship to reading comprehension

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