Predicting Second Grade Listening Comprehension Using Prekindergarten Measures

Alonzo, Crystle N.; Yeomans-Maldonado, Gloria; Murphy, Kimberly A.; Bevens, Beau

doi:10.1097/tld.0000000000000102

Cited by 24 publications

(17 citation statements)

References 60 publications

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“…Furthermore, we acknowledge that there are a number of factors that impact on learning to read, for example, fluency and working memory which were not monitored in this study (Alonzo, Yeomans-Maldonado, Murphy, & Bevens, 2016;Lepola, Lynch, Kiuru, Laakkonen, & Niemi, 2016). There is also considerable research into learning environments, behaviour, and attendance which significantly impact academic skills, however these were not included in the current study (Buckingham et al, 2013;Hay & Fielding-Barnsley, 2009;Justice, Mashburn, Pence, & Wiggins, 2008;Tucker-Drob, 2012).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds

Lathouras

Westerveld

Trembath

2019

Australian Journal of Learning Difficulties

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This study aimed to investigate if a universal 24-week oral language and emergent literacy programme delivered to students in the first year of schooling positively impacts reading performance 2-years post intervention. Eighty-nine participants were second grade students from three primary schools in low socio-economic status areas. Using a controlled trial, the original study findings revealed larger gains in oral narrative, receptive vocabulary, and phonological awareness amongst students who received the intervention compared to those who received regular classroom instruction. At follow-up, student reading performance was compared using a standardised reading assessment. There were no differences between students who received the intervention and those who did not. To further investigate these findings, the oral language and emergent literacy skills of "average" and "below average" readers at the end of the first year of schooling were compared to assist in tailoring follow-up interventions. The implications for universal classroom-based programmes are discussed. ARTICLE HISTORY

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Section: Limitations and Future Directionsmentioning

confidence: 99%

Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds

Lathouras

Westerveld

Trembath

2019

Australian Journal of Learning Difficulties

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“…Alonzo, Yeomans‐Maldonado, Murphy, Bevens, and LARRC (2016) examined prekindergarten language‐related predictors of grade 2 listening comprehension. They found that a variety of language‐related predictors (including listening comprehension, vocabulary, word structure knowledge, and grammar) accounted for substantial variance (55%) in grade 2 listening comprehension.…”

Section: The Structure Of Language and Its Relation To Reading Comprementioning

confidence: 99%

How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading

Cervetti

Pearson

Palincsar

et al. 2020

Reading Research Quarterly

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Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of the SVR and the nature of its underlying components and extended the SVR in studies of middle school and high school readers. In this article, the authors use research conducted under the RfU initiative to examine the validity and utility of the SVR, in general, and the appropriateness of its application in the “science of reading” debate. RfU research has provided not only evidence in support of the overall SVR model but also important cautions relevant to the “science of reading” debate. In particular, RfU has provided evidence regarding the significance of the listening comprehension component of the SVR, often overlooked by advocates of the science of reading. This research has documented the importance of early oral language skills, which support both decoding and listening comprehension in young readers and plays a critical role in students’ success as readers as they move through school. In addition, RfU research has identified a complicated constellation of skills and knowledge that impact reading comprehension as students advance in school.

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“…Oral language skills such as vocabulary are also crucial for comprehending decoded text (Elleman, Lindo, Morphy, & Compton, 2009;National Institute of Child Health and Human Development, 2000). Furthermore, although not included in the National Reading Panel Report due to lack of evidence at the time, recent studies have revealed that oral language skills beyond vocabulary such as grammatical knowledge and listening comprehension as well as higher order cognitive skills (e.g., inference, perspective taking) are necessary for reading comprehension (e.g., Alonzo, Yeomans-Maldonado, Murphy, & Bevens, 2016;Florit, Roch, Alto e, & Levorato, 2009;Florit, Roch, & Levorato, 2014;Kendeou, Bohn-Gettler, White, & van den Broek, 2008;Kim, 2017).…”

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confidence: 99%

Impact of Literacy Interventions on Reading Skills in Low‐ and Middle‐Income Countries: A Meta‐Analysis

2019

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Reading skills are foundational for daily lives, academic achievement, and careers. In this study, we systematically reviewed literacy interventions in low‐ and middle‐income countries, and estimated their effects on children's reading skills using a meta‐analytic approach. A total of 67 studies (N = 213,464) from 32 countries found in various databases (e.g., PsycINFO, ERIC) and sources (e.g., United States Agency for International Development) met our inclusion criteria. The results revealed an overall effect of .30 across various literacy outcomes. Effects varied for different outcomes, such that largest effects were found in emergent literacy skills (e.g., .40) and the smallest effects in reading comprehension (.25) and oral language skills (.20). Effects also varied as a function of other features such as teacher training support.

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Predicting Second Grade Listening Comprehension Using Prekindergarten Measures

Cited by 24 publications

References 60 publications

Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds

Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds

How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading

Impact of Literacy Interventions on Reading Skills in Low‐ and Middle‐Income Countries: A Meta‐Analysis

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