Developmental Relations Between Reading Comprehension and Reading Strategies

Muijselaar, Marloes M. L.; Swart, Nicole; Steenbeek-Planting, E.G.; Droop, Mienke; Verhoeven, Ludo; Jong, Peter F. de

doi:10.1080/10888438.2017.1278763

Cited by 71 publications

(68 citation statements)

References 41 publications

(29 reference statements)

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“…Metacognitive processes, such as how well readers perceive their comprehension of a text or the accuracy of their predictions of performance on an assessment of the text, are an important area of research in reading (Cross & Paris, ; Muijselaar et al, ). Accurate metacognitive processes in which readers are aware of how well they are understanding text is positively associated with better reading performance (Thiede, Griffin, Wiley, & Redford, ).…”

Section: Performancementioning

confidence: 99%

Reading from paper compared to screens: A systematic review and meta‐analysis

Clinton

2019

Journal Research in Reading

250

196

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Background Given the increasing popularity of reading from screens, it is not surprising that numerous studies have been conducted comparing reading from paper and electronic sources. The purpose of this systematic review and meta‐analysis is to consolidate the findings on reading performance, reading times and calibration of performance (metacognition) between reading text from paper compared to screens. Methods A systematic literature search of reports of studies comparing reading from paper and screens was conducted in seven databases. Additional studies were identified by contacting researchers who have published on the topic, by a backwards search of the references of found reports and by a snowball search of reports citing what was initially found. Only studies that were experiments with random assignment and with participants who had fundamental reading skills and disseminated between 2008 and 2018 were included. Twenty‐nine reports with 33 identified studies met inclusion criteria experimentally comparing reading performance (k = 33; n = 2,799), reading time (k = 14; n = 1,233) and/or calibration (k = 11; n = 698) from paper and screens. Results Based on random effects models, reading from screens had a negative effect on reading performance relative to paper (g = −.25). Based on moderator analyses, this may have been limited to expository texts (g = −.32) as there was no difference with narrative texts (g = −.04). The findings were similar when analysing literal and inferential reading performance separately (g = −.33 and g = −.26, respectively). No reliable differences were found for reading time (g = .08). Readers had better calibrated (more accurate) judgement of their performance from paper compared to screens (g = .20). Conclusions Readers may be more efficient and aware of their performance when reading from paper compared to screens.

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Section: Performancementioning

confidence: 99%

Reading from paper compared to screens: A systematic review and meta‐analysis

Clinton

2019

Journal Research in Reading

250

196

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“…Baier (2005) determined that 14 sixth-grade English-speaking students who used reading comprehension strategies during a reading comprehension task retained more information and understood the text better than those who did not recruit strategies. Muijselaar et al (2017) also tested reading comprehension and reading strategy use. Dutch-speaking fourth-graders were tested on reading comprehension.…”

Section: Strategy Usementioning

confidence: 99%

Reading comprehension and strategy use in fourth- and fifth-grade French immersion students

Frid

Friesen

2019

Read Writ

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The Simple View of Reading (Hoover & Gough, 1990) assumes that reading comprehension success is determined by decoding skill and language comprehension (e.g., vocabulary). However, the strategies readers recruit during text comprehension should also uniquely contribute to reading comprehension success in both their first and second language. Seventy fourth-and fifth-grade French immersion students were assessed on language proficiency measures and on strategy use during a reading comprehension task by using a think-aloud procedure. Results indicate that students used more complex strategies (i.e., background knowledge, predicting and visualizing) in their dominant language, and more textbase strategies (i.e., summarizing) in their less proficient language. For both languages, using textbase and complex strategies each accounted for unique variance in reading comprehension performance beyond language proficiency. Relying on these strategies allow readers to both construct an understanding of a text and consolidate it into memory. Implications for second language teachers will be discussed.

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“…Working memory was assessed at Time 1 using two subtests: A listening span task and a reading span task. The span tasks used in the present study were developed by the second author and were also used in other studies (e.g., Muijselaar et al, 2017aMuijselaar et al, , 2017b. The tasks were an adaptation of the procedure proposed by Daneman and Carpenter (1980).…”

Section: Working Memorymentioning

confidence: 99%

Cognitive precursors of the developmental relation between lexical quality and reading comprehension in the intermediate elementary grades

Swart

Muijselaar

Steenbeek-Planting

et al. 2017

Learning and Individual Differences

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In a longitudinal study, we investigated how cognitive precursors (short-term memory, working memory, and nonverbal reasoning) influence the developmental relation between lexical quality (decoding and vocabulary) and reading comprehension skill in 282 Dutch students in the intermediate elementary grades (mean age at start Grade 4 was 9; 7 years) as these grades mark an important transition point in the development of reading comprehension skill. Analyses revealed strong autoregressive effects for the linguistic measures. Moreover, evidence was found for a reciprocal relation between vocabulary and reading comprehension. Direct concurrent relations were evidenced between short-term memory and decoding, and between working memory and reasoning, on the one hand, and reading comprehension and vocabulary, on the other hand. Finally, we found direct and indirect influences of nonverbal reasoning and working memory capacity on reading comprehension and vocabulary development. The results highlight the importance of both lexical and cognitive factors in reading comprehension development.

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Developmental Relations Between Reading Comprehension and Reading Strategies

Cited by 71 publications

References 41 publications

Reading from paper compared to screens: A systematic review and meta‐analysis

Reading from paper compared to screens: A systematic review and meta‐analysis

Reading comprehension and strategy use in fourth- and fifth-grade French immersion students

Cognitive precursors of the developmental relation between lexical quality and reading comprehension in the intermediate elementary grades

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