Year: 2017
Type: article
Abstract: The simple view of reading suggests that proficient reading comprehension is the product of two factors, decoding (word recognition) and language comprehension (understanding spoken language), that are developmental in nature.Decoding accounts for more variance and predicts reading abilities in younger children, then as children age, language comprehension becomes more of a primary influence and predictor for comprehension ability.This study fills a gap by assessing the relationship between language ability and reading comprehension in older children.This study sample included participants in late childhood (n=582) and late adolescence (n=530) who were part of a larger longitudinal twin project.Results suggested significant positive correlations between decoding, vocabulary, language comprehension, and reading comprehension during both late childhood and early adolescence.Decoding and language comprehension explained 48.5% of the variance in reading comprehension in late childhood and 42.7% of the variance in early adolescence.Vocabulary made a unique contribution to reading comprehension above and beyond that made by decoding and language comprehension and significantly explained an additional 9.4% of the variance in late childhood and 17.3% in early adolescence.In late childhood, vocabulary and decoding were similarly important predictors of reading comprehension, while in early adolescence the importance of decoding had faded and vocabulary was the iii most important predictor.Implications of these findings, limitations, and future directions for this research are discussed.feedback.You have helped me to grow as a clinician and researcher.I would like to express my gratitude to my advisor, Dr. Kisha Radliff, for her support, patience, and encouragement throughout my graduate studies.Her technical and editorial advice was essential to the completion of this dissertation.I would like to specifically thank Dr. Stephen Petrill.I would not be where I am today personally or professionally without your belief in me.Thank you for introducing me to the wonders and frustrations of scientific research.You have provided immeasurable amounts of opportunity and have supported me in a number of ways throughout this journey and I am especially
Author: Beard, Margaret E, Beard
Institution: The Ohio State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7019156310