Early prediction of reading comprehension within the simple view framework

Abstract

The simple view of reading proposes that reading comprehension is the product of word reading and language comprehension. In this study, we used the simple view framework to examine the early prediction of reading comprehension abilities. Using multiple measures for all constructs, we assessed word reading precursors (i.e., letter knowledge, phonological awareness, rapid naming) and oral language at the beginning of kindergarten and reading comprehension at the end of third grade. Word reading was also assessed at the end of second grade and served as a mediator. Structural equation modeling showed that precursors of word reading and language comprehension accurately predicted reading comprehension in both mediated and non-mediated models. The results have important implications for the early identification of reading comprehension difficulties.

Preschool predictors of reading ability in the first year of schooling in children with ASD

“…We found nonverbal cognition predicted a significant proportion of the variance (17.9%) in regular single word reading ability. These results are consistent with results from previous studies confirming the important correlations between nonverbal cognition and reading ability in both typically developing children and in children with ASD [Catts, Herrera, Nielsen, & Bridges, 2015;Davidson & Ellis Weismer, 2014;Lanter et al, 2012;Nation & Snowling, 2004]. Our results further showed that LSK was the only significant independent predictor, once nonverbal cognition was entered into the model.…”

“…Closer inspection of children's performance on the precursor literacy skills (Table 3) shows moderate correlations between LSK, PA, RAN, and digit span, which may explain why some of these skills did not emerge as significant in our model. However, the strength of these correlations are very similar to those found in studies of typically developing children [Catts et al, 2015], and confirm the importance of LSK during the preschool years in explaining variance in early reading outcomes [Fricke et al, 2016; National Early Literacy , 2008]. LSK is often regarded as an indication of children's emerging understanding of the symbolic nature of written language, explaining the causal relationship between preschool letter knowledge and later reading skills in typically developing children.…”

The Effects of Colorful Worlds of Sounds Program on Phonological Awareness of Preschool Children

“…Okul öncesi dönem ve ilkokul dönemlerinde fonolojik farkındalığın belirlenmesi ile ilgili olarak yapılan pek çok araştırma; bu becerilerin orta ya da güçlü seviyede bir okuma hızı, okuma akıcılığı ve okuduğunu anlayabilme için yordayıcı olduğunu göstermektedir (Anthony ve Francis, 2005;Bryant, MacLean, Bradley ve Crossland, 1990;Catts, Gillispie, Leonard, Kail ve Miller, 2002;Erdoğan, 2012;Kirby, Parrila ve Pfeiffer, 2003;Oudeans, 2003;Share, Jorm, MacLean ve Mathews, 1984;Stahl ve Murray, 1994;Stanovich, Cunningham ve Cramer, 1984;Wagner ve Torgesen, 1987;Wagner, Torgesen ve Rashotte, 1994;Weiner, 1994) Erken çocukluk döneminde yapılan çalışmalar, fonolojik farkındalığı geliştirmek için hazırlanan programa katılan çocukların okuma performanslarını daha erken ortaya koyabildiklerini göstermektedir. Bunun yanı sıra, fonolojik farkındalık ile okuma başarısı arasındaki güçlü ilişkinin yalnızca okul öncesi dönemde değil ilerideki yıllarda da sürdüğü görülmektedir (Backus, 2005;Catts, vd., 2002;Catts, Herrera, Nielsen ve Bridges, 2015;Chard ve Dickson, 1999;Gräsel, Gutenberg, Pietzsch ve Schmidt, 2004;Hulme vd., 2002;Justice ve Kaderavek, 2004;Justice ve Pullen, 2003;Petscher ve Kim, 2011;Lepola, Lynch, Kiuru, Laakkonen ve Niemi, 2016;McCardle, Scarborough ve Catts, 2001;Munger ve Blachman, 2013;National Early Literacy Panel [NELP], 2008;Riedel, 2007;Roth ve Schneider, 2002;Scarborough, 2009;Schneider, Roth ve Ennemoser, 2000;Snow, Burns ve Griffin, 1998;Storch ve Whitehurst, 2002;Sulzby, 1985;…”

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

“…Further, a weakness in either of these skills could lead to difficulties in reading comprehension (Gough & Tunmer, 1986). The empirical support for the Simple View in typically developing children is extensive (Catts, Herrera, Nielsen, & Bridges, 2015;Hulme & Snowling, 2014;Language and Reading Research Consortium, 2015;Ripoll Salceda et al, 2014), and the model has also been suggested to be useful as a theoretical framework for reading in deaf children (Chamberlain & Mayberry, 2000;Stone et al, 2015). At the same time, it has been suggested that more detailed specification of the cognitive mechanisms involved in the two components of the Simple View would promote greater understanding of reading development (Hulme & Snowling, 2014;Kirby & Savage, 2008;Stuart, Stainthorp, & Snowling, 2008), and attempts have been made to achieve this (e.g., Byrne et al, 2013;Kim & Phillips, 2014;Kim, 2015aKim, , 2015bTunmer & Chapman, 2012;Vellutino, Tunmer, Jaccard, & Chen, 2007).…”