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Callula Killingly; Linda J. Graham; Haley Tancredi; Pamela Snow – Reading and Writing: An Interdisciplinary Journal, 2025
Reading comprehension is contingent on both oral language comprehension and word-level reading ability, skills that are thought to be intrinsically related in the early school years. However, while previous studies examining bidirectional relationships among oral vocabulary and reading development have generally found an association between word…
Descriptors: Reading Instruction, Reading Comprehension, Vocabulary, Word Recognition
Macarena Silva; Kate Cain – European Journal of Psychology of Education, 2024
The development of 4- to 6-year-olds' narrative skills was investigated in relation to their receptive vocabulary, grammar, and home literacy environment. At Time One, 82 children aged 4 to 6 years completed standardised assessments of cognitive ability, vocabulary, and grammar. Narrative production and comprehension were assessed by the narration…
Descriptors: Family Literacy, Vocabulary, Vocabulary Development, Grammar
Bell, Nicola; Wheldall, Kevin – Australian Journal of Education, 2022
The present study was conducted to explore how the relationships between reading comprehension constructs change according to word reading accuracy, as measured in a large convenience sample (n = 857) of school-aged students (Years 3-6) with reading difficulties. Multiple regression analyses containing interaction variables were conducted, to…
Descriptors: Reading Comprehension, Accuracy, Reading Skills, Vocabulary
Pretorius, Melissa J.; le Roux, Mia; Geertsema, Salomé – Communication Disorders Quarterly, 2022
This study investigated the correlation and predictive capacity of verbal working memory (VWM) to the reading comprehension of children in their first language (L1) and second language (L2). The term verbal working memory refers to a cognitive system with a limited capacity that can hold and manipulate verbal and auditory information temporarily.…
Descriptors: Short Term Memory, Verbal Communication, Reading Comprehension, Correlation
Dong, Yang; Chow, Bonnie Wing-Yin; Wu, Sammy Xiao-ying; Zhou, Jian-Dong; Zhao, Ya Man – Reading & Writing Quarterly, 2021
Word semantic knowledge (WSK) is crucial to the development of one's reading comprehension ability. A total of 608 students (208 poor readers in the experimental group and 200 poor readers in the control group one, and 200 typical readers in control group 2) from grade 4 participated in this study. Selected reading ability assessments were…
Descriptors: Reading Difficulties, Reading Skills, Reading Comprehension, Semantics
Lancaster, Hope Sparks; Li, Jing; Gray, Shelley – Journal of Research in Reading, 2021
Background: The purpose of this study was to examine the relationship between selective visual attention (SVA), reading decoding, listening comprehension and reading comprehension in children with and without a reading disorder. Methods: We used longitudinal data from the Avon Longitudinal Study of Parents and Children. We split children into four…
Descriptors: Visual Perception, Attention, Reading Skills, Decoding (Reading)
Asadi, Ibrahim A. – Reading Psychology, 2020
This study aimed at examining the contribution of various linguistic components to reading comprehension (RC) in the seventh and ninth grades and to compare this contribution between two groups: children with typical development and those with reading disorders (RD). This was done by testing the relative contribution of phonological awareness,…
Descriptors: Reading Comprehension, Middle School Students, Prediction, Semitic Languages
Rothou, Kyriakoula M. – International Journal of Disability, Development and Education, 2021
The study explored the inflectional morphological awareness of Greek-speaking poor comprehenders identified in grade 3. The sample consisted of 13 poor comprehenders and 27 good comprehenders. The poor comprehenders were selected from 126 children attended 19 primary schools in metropolitan area of Athens using a cut-off-based approach. All the…
Descriptors: Foreign Countries, Greek, Grade 3, Elementary School Students
Ece Demir-Lira, Ö.; Applebaum, Lauren R.; Goldin-Meadow, Susan; Levine, Susan C. – Developmental Science, 2019
It is widely believed that reading to preschool children promotes their language and literacy skills. Yet, whether early parent-child book reading is an index of generally rich linguistic input or a unique predictor of later outcomes remains unclear. To address this question, we asked whether naturally occurring parent-child book reading…
Descriptors: Reading Aloud to Others, Preschool Children, Parent Child Relationship, Linguistic Input
Bayram, Dilan; Öztürk, Rukiye Özlem; Atay, Derin – Online Submission, 2019
Content and Language Integrated Learning (CLIL) has a dual focus both on content and language teaching in which students learn through and about language and provides contextualized and meaningful situations. Although studies on the impact of CLIL on learners' vocabulary knowledge and reading comprehension have mostly positive results, related…
Descriptors: Reading Comprehension, Vocabulary, Foreign Countries, English (Second Language)
Obeid, Rita; DeNigris, Danielle; Brooks, Patricia J. – International Journal of Behavioral Development, 2022
Motor skills have been linked to language and social development with implications for theory of mind. This study examined theory of mind (attribution of intentions task) in school-age children (N = 62, mean age 8 years; 2 months, standard deviation [SD] = 1;3) in relation to fine motor skills (grooved pegboard), receptive vocabulary (Peabody…
Descriptors: Psychomotor Skills, Motor Development, Theory of Mind, Correlation
Junyent, Andrea; Fernández-Flecha, María – International Journal of School & Educational Psychology, 2022
This research analyzes data collected by the Young Lives project on childhood poverty. It addresses the effect of socio-demographic, individual, and linguistic variables -- focusing on the latter -- on reading comprehension in Spanish by 502 Peruvian Quechua-Spanish bilingual children aged 8 years. The regression model tested explained 46% of the…
Descriptors: Reading Comprehension, Spanish, American Indian Languages, Bilingual Students
Tonini, Elisabetta; Lecce, Serena; Del Sette, Paola; Bianco, Federica; Canal, Paolo; Bambini, Valentina – First Language, 2022
Although metaphors are essential tools in everyday communication and educational settings, the literature lacks evidence of effective training tools to promote metaphor comprehension in typical development. Grounding in theoretical pragmatics, we developed a novel metaphor comprehension training (MetaCom) for school-age children that focuses on…
Descriptors: Figurative Language, Language Processing, Transfer of Training, Reading Comprehension
Rønberg, Louise Flensted; Petersen, Dorthe Klint – Journal of Research in Reading, 2016
This study shows that it makes a difference whether accuracy measures or rate measures are used when assessing reading comprehension. When the outcome is reading comprehension accuracy (i.e., the number of correct responses), word reading skills (measured as access to orthographic representations) account for a modest amount of the variance in the…
Descriptors: Reading Comprehension, Reading Rate, Accuracy, Reading Tests
Fogarty, Melissa; Coyne, Michael D.; Simmons, Leslie E.; Simmons, Deborah C.; Henri, Maria; Kwok, Oi-Man; Ware, Sharon M.; Dalton, Kevin; Williams, Kimberly A.; Wang, Huan – Journal of Research on Educational Effectiveness, 2020
In this experimental study, we examined the effects of a technology-mediated intervention to improve students' understanding of academic vocabulary and its impact on measures of vocabulary and comprehension. The Vocabulators program was implemented in two states involving 24 teachers and 200 third-grade students identified as in need of…
Descriptors: Vocabulary Development, Reading Difficulties, Reading Comprehension, Intervention