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    Rights statement: This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.

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The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. / Silva, Macarena; Cain, Kate.
In: Journal of Educational Psychology, Vol. 107, No. 2, 05.2015, p. 321-331.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Silva, M & Cain, K 2015, 'The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension', Journal of Educational Psychology, vol. 107, no. 2, pp. 321-331. https://doi.org/10.1037/a0037769

APA

Silva, M., & Cain, K. (2015). The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. Journal of Educational Psychology, 107(2), 321-331. https://doi.org/10.1037/a0037769

Vancouver

Silva M, Cain K. The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. Journal of Educational Psychology. 2015 May;107(2):321-331. Epub 2014 Sept 1. doi: 10.1037/a0037769

Author

Silva, Macarena ; Cain, Kate. / The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. In: Journal of Educational Psychology. 2015 ; Vol. 107, No. 2. pp. 321-331.

Bibtex

@article{b60633448a5546629b467297b8d7b1df,
title = "The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension",
abstract = "This study of 4- to 6-year-olds had two aims. First to determine how lower-level comprehension skills (receptive vocabulary and grammar) and verbal memory support early higher-level comprehension skills (inference and literal story comprehension). Second to establish the predictive power of these skills on subsequent reading comprehension. Eighty-two children completed assessments of nonverbal ability, receptive vocabulary and grammar, verbal short-term memory, and inferential and literal comprehension of a picture book narrative. Vocabulary was a unique predictor of concurrent narrative comprehension. Longitudinally, inference skills, literal comprehension and grammar made independent contributions to reading comprehension one year later. The influence of vocabulary on reading comprehension was mediated through both inference and literal comprehension. The results show that inference skills are critical to the construction of text representations in the earliest stages of reading comprehension development. ",
author = "Macarena Silva and Kate Cain",
note = "This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.",
year = "2015",
month = may,
doi = "10.1037/a0037769",
language = "English",
volume = "107",
pages = "321--331",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association Inc.",
number = "2",

}

RIS

TY - JOUR

T1 - The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension

AU - Silva, Macarena

AU - Cain, Kate

N1 - This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.

PY - 2015/5

Y1 - 2015/5

N2 - This study of 4- to 6-year-olds had two aims. First to determine how lower-level comprehension skills (receptive vocabulary and grammar) and verbal memory support early higher-level comprehension skills (inference and literal story comprehension). Second to establish the predictive power of these skills on subsequent reading comprehension. Eighty-two children completed assessments of nonverbal ability, receptive vocabulary and grammar, verbal short-term memory, and inferential and literal comprehension of a picture book narrative. Vocabulary was a unique predictor of concurrent narrative comprehension. Longitudinally, inference skills, literal comprehension and grammar made independent contributions to reading comprehension one year later. The influence of vocabulary on reading comprehension was mediated through both inference and literal comprehension. The results show that inference skills are critical to the construction of text representations in the earliest stages of reading comprehension development.

AB - This study of 4- to 6-year-olds had two aims. First to determine how lower-level comprehension skills (receptive vocabulary and grammar) and verbal memory support early higher-level comprehension skills (inference and literal story comprehension). Second to establish the predictive power of these skills on subsequent reading comprehension. Eighty-two children completed assessments of nonverbal ability, receptive vocabulary and grammar, verbal short-term memory, and inferential and literal comprehension of a picture book narrative. Vocabulary was a unique predictor of concurrent narrative comprehension. Longitudinally, inference skills, literal comprehension and grammar made independent contributions to reading comprehension one year later. The influence of vocabulary on reading comprehension was mediated through both inference and literal comprehension. The results show that inference skills are critical to the construction of text representations in the earliest stages of reading comprehension development.

U2 - 10.1037/a0037769

DO - 10.1037/a0037769

M3 - Journal article

VL - 107

SP - 321

EP - 331

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

IS - 2

ER -