Word reading and reading comprehension: stability, overlap and independence

Betjemann, Rebecca S.; Willcutt, Erik G.; Olson, Richard K.; Keenan, Janice M.; DeFries, John C.; Wadsworth, Sally J.

doi:10.1007/s11145-007-9076-8

Cited by 46 publications

(60 citation statements)

References 49 publications

(86 reference statements)

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“…The dual skills of word recognition and listening comprehension are recognized in the literature as the main components of reading competence, according to the Simple View of Reading (SVR; Aaron, Joshi, Gooden, & Bentum, 2008;Aaron, Joshi, & Williams, 1999;Betjemann et al, 2008;Gough & Tunmer, 1986). Although evidence supports this model, studies have also suggested that other skills may be integrated into the reading competency model, such as processing speed or fl uency in word recognition (Aaron et al, 2008;Aaron et al, 1999;Oakhill, Cain, & Bryant, 2003;Tilstra, McMaster, Van den Broek, Kendeou, & Rapp, 2009).…”

Section: Reading Competence: Strategies For Word Recognition and Compmentioning

confidence: 99%

Development and interactions among academic performance, word recognition, listening, and reading comprehension

Dias¹,

Montiel²,

Seabra³

2015

Psicol. Reflex. Crit.

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This study investigated how the development of word recognition, listening and reading comprehension skills correlates with academic performance over the course of elementary school. The Contrastive Test of Listening and Reading Comprehension and the Words and Non-words Reading Competence Test were used to assess 301 Brazilian students attending the 1 st to 4 th grades of elementary education, whose academic performance records were provided by the school at the end of the year. Analysis shows a signifi cant effect of grade level on all variables and a pattern of higher scores in items that can be read by logographic strategy and lower scores for items that need orthographic processing. Several signifi cant correlations between measured skills and academic performance were found, though the pattern of these correlations shifted within different grade levels. There were stronger relations between academic performance and more elementary abilities, such as logographic strategy of reading and listening comprehension in the 1st grade, and with more complex skills developing during the next three grades, as shown by the increase of correlations with alphabetic and orthographic strategies and reading comprehension. These data can help guide practices that stimulate relevant skills in each school level. Keywords: School learning, development, reading skills. ResumoEste estudo investigou como o desenvolvimento das habilidades de reconhecimento de palavras, compreensão auditiva e de leitura relaciona-se ao desempenho escolar ao longo do Ensino Fundamental I. O Teste Contrastivo de Compreensão Auditiva e de Leitura e o Teste de Reconhecimento de Palavras e Pseudopalavras foram utilizados na avaliação de 301 estudantes brasileiros da 1ª à 4ª série do Ensino Fundamental. As notas escolares foram fornecidas pela escola ao término do ano letivo. As análises revelaram efeito signifi cativo da série sobre todas as variáveis e um padrão com escores mais elevados em itens que podem ser lidos pela estratégia logográfi ca e escores mais baixos para itens que demandam processamento ortográfi co. Diversas correlações signifi cativas entre as habilidades mensuradas e o desempenho escolar foram encontradas, porém o padrão destas correlações mudou nas diferentes séries escolares. Houve correlações mais fortes entre desempenho escolar e habilidades mais elementares, como a estratégia logográfi ca de leitura e a compreensão auditiva, na 1ª série, e com habilidades mais complexas desenvolvendo-se ao longo das três séries sucessivas, como evidente pelo aumento de correlações com as estratégias alfabética e ortográfi ca e com a compreensão de leitura. Os dados podem auxiliar a orientar práticas para estimular habilidades relevantes em cada nível escolar. Palavras-chave: Aprendizagem escolar, desenvolvimento, habilidades de leitura. * Mailing address: Av. Franz Voegeli, 577, Bl. 5, Apto. 6, Osasco, SP,. E-mail: natalia.dias@unifi eo.br This article adds a developmental perspective in the investigation of reading strategies, listening...

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Section: Reading Competence: Strategies For Word Recognition and Compmentioning

confidence: 99%

Development and interactions among academic performance, word recognition, listening, and reading comprehension

Dias¹,

Montiel²,

Seabra³

2015

Psicol. Reflex. Crit.

View full text Add to dashboard Cite

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“…Research with older children has previously explored the genetic and environmental relations between individual differences in word recognition, reading comprehension, and listening comprehension (Betjemann, Keenan, Olson, & DeFries, in press;Betjemann et al, 2008;Harlaar & Petrill, 2009;Keenan, Betjemann, Wadsworth, DeFries, & Olson, 2006). These studies have revealed correlated but also independent genetic influences on word recognition, reading comprehension, and listening comprehension.…”

Section: Author Manuscriptmentioning

confidence: 99%

“…We also explored the developmental genetic and environmental correlations for vocabulary from pre-kindergarten through grades 2 and 4, and we compared the genetic and environmental correlations between vocabulary and the reading measures at each test occasion. Thus we were able to test hypotheses about developmental changes in the etiology of individual differences in vocabulary and of the relations between vocabulary, word recognition, decoding, and reading comprehension.Research with older children has previously explored the genetic and environmental relations between individual differences in word recognition, reading comprehension, and listening comprehension (Betjemann, Keenan, Olson, & DeFries, in press;Betjemann et al, 2008;Harlaar & Petrill, 2009;Keenan, Betjemann, Wadsworth, DeFries, & Olson, 2006). These studies have revealed correlated but also independent genetic influences on word recognition, reading comprehension, and listening comprehension.…”

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confidence: 99%

Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia

et al. 2006

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Genetic and environmental relations between vocabulary and reading skills were explored longitudinally from preschool through grades 2 and 4. At preschool there were strong sharedenvironment and weak genetic influences on both vocabulary and print knowledge, but substantial differences in their source. Separation of etiology for vocabulary and reading continued for word recognition and decoding through grade 4, but genetic and environmental correlations between vocabulary and reading comprehension approached unity by grade 4, when vocabulary and word recognition accounted for all of the genetic and shared environment influences on reading comprehension.Correspondence concerning this article should be addressed to Richard Olson, Department of Psychology, University of Colorado, Boulder CO 80303, Richard.Olson@Colorado.EDU. NIH Public Access Author ManuscriptSci Stud Read. Author manuscript; available in PMC 2011 January 12. Much research has shown that individual differences in the development of vocabulary are significantly correlated with individual differences in reading, more strongly so with reading comprehension than with word recognition (Braze, Tabor, Shankweiler, & Mencel, 2007;Nation & Cocksey, 2009;Storch & Whitehurst, 2002). In addition, there is evidence for partial independence in the phenotypic contributions of oral language (including vocabulary) and decoding to reading comprehension as early as the second grade (Kendeou, van den Broek, White, & Lynch, 2009). A fundamental question about these individual differences is the relative influence from genetic and environmental factors on vocabulary, on different reading skills, and on their correlation. Are the same genetic and environmental influences at play for these skills, or are there significant differences in etiology between skills? The present study addresses this question longitudinally through the early stages of reading development by comparing the similarities of identical and fraternal twins beginning in preschool, and subsequently in a follow-up assessment near the end of the grade 2 when children are "learning to read," and then again at the end of grade 4 when children are "reading to learn" (Chall, 1983).The present analyses are based on data from the International Longitudinal Twin Study (ILTS) of early reading development. The ILTS includes samples of identical and same-sex fraternal twins from Australia, Colorado, and Scandinavia. The combined sample currently exceeds 2000 twins who have been tested in preschool. The twins were initially assessed on a broad range of pre-reading skills including letter name knowledge and vocabulary in the preschool year before admission to kindergarten, and before learning to read could interact with those skills. Subsequently the twins were tested on reading and related skills at the end of kindergarten, first, and second grade in all countries, and at the end of fourth grade in the U.S. sample. Vocabulary was assessed in preschool and again at the end of grades 2 and 4.In the present stud...

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“…Support for the separate contribution that word recognition and comprehension have on reading ability came from genetic studies. Twin studies suggest that there is a separate genetic influence for word recognition and listening comprehension on reading ability (Keenan et al, 2006) and the genetic contribution of these two factors is stable over time (Betjemann et al, 2008). However, since reading is a learned skill, other cognitive and environmental elements are clearly involved (Byrne et al, 2009; Gayan & Olsen 2003 Petrill et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Involvement of the right hemisphere in reading comprehension: A DTI study

et al. 2014

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The Simple View of reading emphasizes the critical role of two factors in normal reading skills: word recognition and reading comprehension. The current study aims to identify the anatomical support for aspects of reading performance that fall within these two components. Fractional anisotropy (FA) values were obtained from Diffusion Tensor images in twenty-one typical adolescents and young adults using the Tract Based Spatial Statistics (TBSS) method. We focused on the Arcuate Fasciculus (AF) and Inferior Longitudinal Fasciculus (ILF) as fiber tracts that connect regions already implicated in the distributed cortical network for reading. Our results demonstrate dissociation between word-level and narrative-level reading skills: the FA values for both left and right ILF were correlated with measures of word reading, while only the left ILF correlated with reading comprehension scores. FA in the AF, however, correlated only with reading comprehension scores, bilaterally. Correlations with the right AF were particularly robust, emphasizing the contribution of the right hemisphere, especially the frontal lobe, to reading comprehension performance on the particular passage comprehension test used in this study. The anatomical dissociation between these reading skills is supported by the Simple View theory and may shed light on why these two skills dissociate in those with reading disorders.

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Word reading and reading comprehension: stability, overlap and independence

Cited by 46 publications

References 49 publications

Development and interactions among academic performance, word recognition, listening, and reading comprehension

Development and interactions among academic performance, word recognition, listening, and reading comprehension

Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia

Involvement of the right hemisphere in reading comprehension: A DTI study

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