Narrative Comprehension Skills in 5-Year-Old Children: Correlational Analysis and Comprehender Profiles

Potocki, Anna; Écalle, Jean; Magnan, Annie

doi:10.1080/00220671.2012.667013

Cited by 41 publications

(40 citation statements)

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“…The Gates–MacGinitie Listening Comprehension subtest requires students to select pictures that best depict parts of a story read by the examiner. Possibly more variance would have been explained with an individually administered narrative comprehension measure that tapped deeper vocabulary and syntactic knowledge (see Potocki & Ecalle, 2013). …”

Section: Discussionmentioning

confidence: 99%

The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2

et al. 2015

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This study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological awareness, syntax, vocabulary, listening comprehension, and decoding fluency measures in mid-year. Outcome measures included a listening comprehension measure in Kindergarten and a reading comprehension test in Grades1 and 2. In Kindergarten, oral language (consisting of listening comprehension, syntax, and vocabulary) shared variance with phonological awareness in predicting a listening comprehension outcome. However, in Grades 1 and 2, phonological awareness was no longer predictive of reading comprehension when decoding fluency and oral language were included in the model. In Grades 1 and 2, oral language and decoding fluency were significant predictors of reading comprehension.

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Section: Discussionmentioning

confidence: 99%

The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2

et al. 2015

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“…It includes the construction of a coherent representation of the situation described in a text by understanding both the explicit statements of the text and integrating this with general world knowledge stored in memory (for a review, see Kintsch, ). Authors therefore make a distinction between the two main types of processes involved in the understanding of a text, namely literal and inferential comprehension processes (e.g., Potocki, Ecalle, & Magnan, ). The latter are essential for the understanding of a text.…”

Section: Introductionmentioning

confidence: 99%

Computerized comprehension training for whom and under which conditions is it efficient?

Potocki

Écalle

Magnan

2014

Computer Assisted Learning

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The purpose of this study was to examine the differential impact of a computer-based comprehension training programme according to second graders' comprehender profiles. These profiles differed in the children's abilities to process three types of textual information: literal information, text-connecting inferences and gap-filling inferences. The results showed that all the profiles improved significantly after the training on the question type that had caused them the greatest amount of difficulty on the pretest. In addition, factors that could a priori predict the effectiveness of the programme were investigated by comparing children who benefited from the instruction (responders) with those who did not benefit (nonresponders). Before instruction, these children differed in their lexical knowledge level and logical reasoning skills, but not in their memory or comprehension-monitoring abilities. The results support the claim that children with comprehension difficulties form a heterogeneous group and emphasize the need to examine the differential impact of comprehension instruction according to the characteristics of poor comprehenders.

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“…Central executive system of working memory. An experimental n-back task was used to assess the central executive system of working memory (Potocki, Ecalle & Magnan, 2013). The children had to decide whether a picture presented on a screen (at a rate of one picture every 2 seconds) was identical to the picture presented one or two steps previously.…”

Section: Measures In Kindergartenmentioning

confidence: 99%

Early cognitive and linguistic profiles of different types of 7‐ to 8‐year‐old readers

Potocki

Écalle

Magnan

2016

Journal Research in Reading

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The aim of this study was to investigate the early characteristics of four profiles of readers established in second grade (7-8 years of age): good readers, specific poor decoders, specific poor comprehenders and general poor readers. These profiles were compared retrospectively on a range of measures administered 2 years earlier, in kindergarten. These measures were based on factors known to be predictors of either decoding skills or comprehension performance. The results showed that children experiencing comprehension difficulties in second grade have early deficits in vocabulary, inferencing, working memory and morphology, while the children with decoding difficulties have limited letter knowledge and rapid naming performance. Phonological skills and verbal short-term memory appeared to be deficient in all three profiles of struggling readers. These results are discussed in terms of the early identification of at-risk children in kindergarten and the remedial programmes that could be provided to them at an early stage. HighlightsWhat is already known about this topic?• Reading implies two main components: reading and comprehension.• Each component of reading is underpinned by different predictors.• Different profiles of struggling readers with specific deficit to one component could be identified.

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Narrative Comprehension Skills in 5-Year-Old Children: Correlational Analysis and Comprehender Profiles

Cited by 41 publications

References 70 publications

The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2

The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2

Computerized comprehension training for whom and under which conditions is it efficient?

Early cognitive and linguistic profiles of different types of 7‐ to 8‐year‐old readers

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