Rights statement: The final publication is available at Springer via http://dx.doi.org/10.1007/s11145-017-9765-x
Accepted author manuscript, 600 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Development of comprehension monitoring in beginner readers
AU - Language and Reading Research Consortium
AU - Yeomans-Maldonado, Gloria
AU - Cain, Kate
N1 - The final publication is available at Springer via http://dx.doi.org/10.1007/s11145-017-9765-x
PY - 2017/11
Y1 - 2017/11
N2 - The current study was designed to understand the development of comprehension monitoring among beginner readers from first to third grade, and to determine the extent to which first graders’ comprehension monitoring predicts reading comprehension in grade three. Participants were 113 children (57% female) from four US states who were followed from Grade 1 (M = 7 years, SD = 4 months) to Grade 3 (M = 9 years, SD = 4 months). Measures included decoding, vocabulary, working memory, comprehension monitoring, and reading comprehension. Children’s ability to monitor comprehension grew significantly from first to third grade, with a deceleration in growth over time. In addition, comprehension monitoring in first grade made a significant contribution to reading comprehension in Grade 3, even after controlling for decoding, vocabulary, and working memory. Together, these findings supplement our understanding of young readers’ development of comprehension monitoring as well as its association with reading comprehension at a later time. Practical implications of the results in the context of providing support for higher-level language skills in beginning reading instruction are discussed.
AB - The current study was designed to understand the development of comprehension monitoring among beginner readers from first to third grade, and to determine the extent to which first graders’ comprehension monitoring predicts reading comprehension in grade three. Participants were 113 children (57% female) from four US states who were followed from Grade 1 (M = 7 years, SD = 4 months) to Grade 3 (M = 9 years, SD = 4 months). Measures included decoding, vocabulary, working memory, comprehension monitoring, and reading comprehension. Children’s ability to monitor comprehension grew significantly from first to third grade, with a deceleration in growth over time. In addition, comprehension monitoring in first grade made a significant contribution to reading comprehension in Grade 3, even after controlling for decoding, vocabulary, and working memory. Together, these findings supplement our understanding of young readers’ development of comprehension monitoring as well as its association with reading comprehension at a later time. Practical implications of the results in the context of providing support for higher-level language skills in beginning reading instruction are discussed.
KW - Comprehension
KW - Decoding
KW - Oral language
KW - Vocabulary
U2 - 10.1007/s11145-017-9765-x
DO - 10.1007/s11145-017-9765-x
M3 - Journal article
VL - 30
SP - 2039
EP - 2067
JO - Reading and Writing
JF - Reading and Writing
SN - 0922-4777
IS - 9
ER -