Exploration of the Developmental Components Contributing to Elementary School Children's Reading Comprehension

Rupley, William H.; Willson, Victor L.; Nichols, William Dee

doi:10.1207/s1532799xssr0202_3

Cited by 38 publications

(29 citation statements)

References 14 publications

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“…In first grade, individual differences in reading comprehension are largely explained by differences in decoding skills. Such a finding is consistent with that of numerous studies that have reported a strong relation between word recognition and reading comprehension in the early grades (Hoover & Gough, 1990;Juel, Griffith, & Gough, 1986;Rupley et al, 1998;Shankweiler et al, 1995Shankweiler et al, , 1999Stanovich, Cunningham, & Feeman, 1984). Consequently, the contribution of linguistic-comprehension variables to the explanation of individual differences in reading comprehension is relatively low.…”

Section: Discussionsupporting

confidence: 91%

“…Consequently, the contribution of linguistic-comprehension variables to the explanation of individual differences in reading comprehension is relatively low. As word recognition becomes automated throughout grade levels, the direct predictive weight of linguistic-comprehension variables such as vocabulary and working memory capacity increases concomitant with the decrease in the association of decoding skills with reading comprehension (see also Rupley et al, 1998). In our study, the specific contribution of working memory capacity appears to emerge in third grade.…”

Section: Discussionsupporting

confidence: 51%

“…As expected, there was a decline with grade level of the correlation between decoding and reading while a corresponding increase was observed of that between listening comprehension and reading. Rupley, Willson, and Nichols (1998) explored the developmental components contributing to reading comprehension throughout the elementary grades. In Grades 1 and 2, word recognition made the major contribution to reading comprehension.…”

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confidence: 99%

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Contribution of Working Memory Capacity to Children’s Reading Comprehension: A Longitudinal Investigation

2005

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We examined the contribution of working memory capacity to the development of children's reading comprehension. We present data from three waves of a longitudinal study when the children were 7 years (Grade 1), 8 years (Grade 2) and 9 years (Grade 3). Two questions were raised: The first question concerned the developmental changes of the relative contribution of working memory in predicting reading comprehension compared to vocabulary and decoding skills. The second question explored to what extent reading comprehension could be predicted by working memory capacity measured at a prior time. At the end of each grade, reading comprehension, nonword reading, vocabulary knowledge and working memory capacity were assessed. To test the first question, the predictive power of working memory capacity was compared to vocabulary and decoding skills by performing concurrent multiple-regression analyses in each grade. The results showed that working memory capacity emerged as a direct predictor of reading comprehension in Grade 3. To address the second question, we performed multiple-regression analyses predicting reading comprehension from working memory, nonword reading, and vocabulary measured at a prior time. In these analyses, the autoregressive effect was taken into account to separately assess the unique contribution of each predictor to the development of later reading comprehension. The results showed that Grade 1 vocabulary and Grade 2 working memory had additional effects on Grade 3 reading comprehension after the autoregressive effect of reading comprehension had been accounted for. These findings support the idea that, as word recognition becomes automated throughout the early grade levels, working memory becomes an important determinant of reading comprehension. There is also evidence that working memory capacity directly influences the development of reading comprehension skills. The direction of the causal flow is discussed.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 51%

mentioning

confidence: 99%

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Contribution of Working Memory Capacity to Children’s Reading Comprehension: A Longitudinal Investigation

2005

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“…However, it appears that individual differences in ORF were particularly important in accounting for children's growth in reading comprehension, relative to the other measures that were given. This explanation is consistent with developmental models of reading that highlight the importance of fluency to reading comprehension in middle-elementary youngsters (e.g., Chall, 1996;Rupley et al, 1998).…”

Section: Answering the Study Questionssupporting

confidence: 87%

“…Jenkins and Jewell (1993) suggest that the strong relationship between ORF and reading comprehension in young elementary children may relate primarily to the fact that both measures are highly sensitive to individual differences in word identification at beginning stages of reading development. At more proficient stages of reading, most children have highly accurate, automatic word identification, so reading comprehension begins to depend relatively more heavily on language comprehension (Hoover & Gough, 1990;Rupley, Willson, & Nichols, 1998), reducing the strength of the relationship between ORF and reading comprehension. Consistent with this line of reasoning, Saiegh-Haddad (2003) found that ORF and reading comprehension did not correlate significantly in a group of Hebrew-and Arabic-speaking adults reading adult-level text in their native languages; however, for both groups, correlations were significant when participants were reading a second language, English.…”

mentioning

confidence: 99%

Children’s Reading Comprehension and Oral Reading Fluency in Easy Text

Spear-Swerling

2006

Read Writ

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This study explored third-graders' oral reading fluency (ORF) in easy text in relation to their third-and fourth-grade reading comprehension. It also examined the children's performance on two different measures of text exposure, a self-report questionnaire and a title-recognition test. Although third-graders' ORF related significantly to their reading comprehension, oral language comprehension accounted for most of the variance in reading comprehension, whereas single word reading speed accounted for most of the variance in ORF. Third-grade reading comprehension and ORF each predicted unique variance in children's scores on a fourth-grade state-mandated reading comprehension assessment. Scores on the self-report questionnaire correlated significantly with third-grade ORF and fourth-grade reading; the self-report accounted for reliable variance in ORF even with all of the other reading ability variables entered first. Results are consistent with the viewpoint that text exposure affects reading fluency. They also demonstrate that ORF is a valuable predictor of middle-elementary children's reading comprehension, even when the ORF measure employs very easy text in which children achieve near-perfect word accuracy.

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Issues in the assessment of reading disabilities in L2 children?beliefs and research evidence

Geva

2000

Dyslexia

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In bilingual and multilingual settings one is constantly challenged by the difficulty of teasing apart phenomena associated with normal second language (L2) reading acquisition from authentic warning signs of reading failure. The bulk of this paper focuses on a critical discussion of a cluster of beliefs that pertain to the issues concerning the diagnosis of reading disability in multilingual and bilingual settings among school children. Findings from available research on reading acquisition among bilingual children and research focusing specifically on the assessment of English-as-a-second language (ESL) children who might be at risk for reading disability are used to evaluate the validity of these beliefs. While some beliefs are supported by research, others are not. In particular, the research suggests that reliable diagnosis of dyslexia among ESL children can be achieved by examining within-language differences on various indices of basic reading skills such as phonological processing, and by noting a significant gap between oral and reading comprehension.

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Exploration of the Developmental Components Contributing to Elementary School Children's Reading Comprehension

Cited by 38 publications

References 14 publications

Contribution of Working Memory Capacity to Children’s Reading Comprehension: A Longitudinal Investigation

Contribution of Working Memory Capacity to Children’s Reading Comprehension: A Longitudinal Investigation

Children’s Reading Comprehension and Oral Reading Fluency in Easy Text

Issues in the assessment of reading disabilities in L2 children?beliefs and research evidence

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