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  • LARRC_Yeomans_Maldonado_ReadWrite (2)

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Development of comprehension monitoring in beginner readers

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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Development of comprehension monitoring in beginner readers. / Language and Reading Research Consortium; Yeomans-Maldonado, Gloria.
In: Reading and Writing, Vol. 30, No. 9, 11.2017, p. 2039-2067.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Language and Reading Research Consortium & Yeomans-Maldonado, G 2017, 'Development of comprehension monitoring in beginner readers', Reading and Writing, vol. 30, no. 9, pp. 2039-2067. https://doi.org/10.1007/s11145-017-9765-x

APA

Language and Reading Research Consortium, & Yeomans-Maldonado, G. (2017). Development of comprehension monitoring in beginner readers. Reading and Writing, 30(9), 2039-2067. https://doi.org/10.1007/s11145-017-9765-x

Vancouver

Language and Reading Research Consortium, Yeomans-Maldonado G. Development of comprehension monitoring in beginner readers. Reading and Writing. 2017 Nov;30(9):2039-2067. Epub 2017 Jul 19. doi: 10.1007/s11145-017-9765-x

Author

Language and Reading Research Consortium ; Yeomans-Maldonado, Gloria. / Development of comprehension monitoring in beginner readers. In: Reading and Writing. 2017 ; Vol. 30, No. 9. pp. 2039-2067.

Bibtex

@article{a9daca2fca2642cfacdf72a40a7ea61b,
title = "Development of comprehension monitoring in beginner readers",
abstract = "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{\textquoteright} 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{\textquoteright}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{\textquoteright} 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. ",
keywords = "Comprehension , Decoding , Oral language, Vocabulary ",
author = "{Language and Reading Research Consortium} and Gloria Yeomans-Maldonado and Kate Cain",
note = "The final publication is available at Springer via http://dx.doi.org/10.1007/s11145-017-9765-x",
year = "2017",
month = nov,
doi = "10.1007/s11145-017-9765-x",
language = "English",
volume = "30",
pages = "2039--2067",
journal = "Reading and Writing",
issn = "0922-4777",
publisher = "Springer Netherlands",
number = "9",

}

RIS

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 -