A Longitudinal Analysis of the Connection Between Oral Language and Early Reading

Predictors of reading development in deaf children: A 3-year longitudinal study

“…Dickinson et al, 2003;Juel et al, 1986) are generally found to be important for word reading whereas higher order language skills including vocabulary tend to be more related to reading comprehension (e.g. Muter, Hulme, Snowling, & Stevenson, 2004;Roth, Speece, & Cooper, 2002). In the present study, both speechreading and vocabulary showed longitudinal associations with word reading, whereas only vocabulary knowledge was longitudinally related to word reading and sentence and text comprehension.…”

“…Deaf children's reading development was similar to hearing children's in that: (1) vocabulary knowledge was a strong longitudinal predictor of word reading and reading comprehension, even after controlling for earlier reading levels (see Roth, Speece, & Cooper, 2002;Senechal, Ouellette & Rodney, 2006); (2) different cognitive skills underpinned the decoding and comprehension components of reading;…”

Early narrative skills in Chilean preschool: Questions scaffold the production of coherent narratives

“…As discussed in the Introduction, fictional narratives are quite distinguishable from autobiographical or personal narratives, particularly in the degree of decontextualization. Narrative skills are a transitional step between oral and written language (Roth, Speece, & Cooper, 2002) and, in that continuum, USING QUESTIONS TO SCAFFOLD NARRATIVE PRODUCTION 22 fictional narratives might be closer to written language, especially because the knowledge required to comprehend and produce a story is more sophisticated and requires knowledge of literary text that is not necessarily acquired during informal conversations. Consequently, despite children coming from schools that represent different backgrounds, differences were not apparent in their ability to construct fictional stories, a skill might be part of formal instruction acquired in the school.…”

A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity

“…Linguistic comprehension, or the oral language processing that creates meaning from words, has a profound effect on the comprehension of written texts (e.g., Nation and Snowling 2004;Roth et al 2002). Empirical evidence suggests that higher-level linguistic comprehension skills are underpinned by the depth and breadth of one's vocabulary (Ouellette and Beers 2010;Perfetti 2007;Ricketts et al 2007;Roth et al 2002;Sénéchal et al 2006), syntax and grammar (Cain and Oakhill 2006;Muter et al 2004;, verbal reasoning and integration of background knowledge during reading to generate inferences (Hannon and Daneman 2001;Long and Lea 2005;McNamara 2001), and narrative recall (Fuchs et al 1988;Leslie and Caldwell 2009).…”

“…Empirical evidence suggests that higher-level linguistic comprehension skills are underpinned by the depth and breadth of one's vocabulary (Ouellette and Beers 2010;Perfetti 2007;Ricketts et al 2007;Roth et al 2002;Sénéchal et al 2006), syntax and grammar (Cain and Oakhill 2006;Muter et al 2004;, verbal reasoning and integration of background knowledge during reading to generate inferences (Hannon and Daneman 2001;Long and Lea 2005;McNamara 2001), and narrative recall (Fuchs et al 1988;Leslie and Caldwell 2009). All of these facets of oral language support the construction of a globally coherent situation model of a text; semantic, grammatical and syntactic information provide the foundation of the text-based mental model, then continuous connections between prior knowledge, inferences, and text ideas are made to create the situation model required for proficient reading comprehension (Kintsch 1988;Van Dijk and Kintsch 1983).…”