The authors report data from a longitudinal study that addresses the relations between working memory capacity and reading comprehension skills in children aged 8, 9, 11 years. At each time point, assessed children's ability, vocabulary verbal skills, performance on 2 assessments (sentence-span digit memory), component of comprehension. (inference making, monitoring, story structure knowledge) predicted unique variance after word ability controls. Further analyses revealed both inference...

In this paper, we discuss the relative contribution of several theoretically relevant skills and abilities in accounting for variance both word reading text comprehension. We present data from first second waves a longitudinal study, when children were 7 to 8 years, 9 years old. multiple regression analyses, show that there is dissociation between account reading, those The pattern results very similar at time points. Significant comprehension skill accounted by measures integration,...

We report a longitudinal study investigating the predictors of reading comprehension and word accuracy between ages 7 to 8 (UK Year 3) 10 11 years (Year 6). found that different skills predicted development each. Reading skill measured in 3 was strong predictor 6; vocabulary verbal IQ also made significant unique contributions prediction ability across time. Three components (inference, monitoring, knowledge use story structure) emerged as distinct 6, even after autoregressive effect...

Two studies investigated the ability to use contextual information in stories infer meanings of novel vocabulary by 9-10-year-olds with good and poor reading comprehension. Across studies, children comprehension were impaired when processing demands task greatest. In Study 2, working memory capacity was related performance, but short-term span for literal content text not. Children not learning taught through direct instruction, both weak were. Implications relation between development are discussed.

Children with fluent and accurate word reading in the presence of poor text comprehension are impaired on a wide range reading-related tasks.This study investigated consistency skill impairment sample comprehenders to identify any fundamental weakness that (i) might be associated comprehension, (ii) lead depressed development. An additional aim was determine whether difficulties more general educational difficulties.Twenty-three 23 good age-appropriate accuracy were assessed when aged 8...

The twofold purpose of this meta-analysis was to determine the relative importance decoding skills reading comprehension in development and identify which reader characteristics assessment contribute differences correlation. A 110 studies found a sizeable average corrected correlation ([Formula: see text] = .74). Two (age listening level) were significant moderators relationship. Several moderators, particularly for young readers: way that measured and, with respect assessment, text genre;...

The authors report data from a longitudinal study of the reading development children who were assessed in years their 8th, 11th, 14th, and 16th birthdays. They examine evidence for Matthew effects vocabulary between ages 8 11 groups identified with good poor comprehension at years. also investigate 16 years, larger sample. comprehenders showed reduced growth compared to comprehenders, but not word or ability. obtained lower scores on measures out-of-school literacy. Analyses whole sample...

This longitudinal study examined the performance of poor comprehenders on several reading-related abilities in late elementary school years. We identified 3 groups readers Grade 5 who were matched word reading accuracy and speed, nonverbal cognitive ability, age: unexpected comprehenders, expected average good comprehenders. compared these and, retrospectively, 3. The performed similarly phonological awareness, naming orthographic processing tasks but differed morphological even when...

This study investigated the relation between children's text comprehension, their ability to produce a coherent and cohesive story, extent which external cues aid these aspects of narrative production. Children with reading comprehension difficulties demonstrated deficits in both story organization, relative same‐age skilled comprehenders younger children equivalent ability. Their performance was poor when topic title used elicit narrative, but improved stories were elicited more informative...

This study investigated young children's ability to use narrative contexts infer the meanings of novel vocabulary items. Two groups 15 seven- eight-year olds participated: children with normally developing reading comprehension skill and weak skill. The read short stories containing a word were required produce meaning for word, both before after its useful defining context. proximity this context was manipulated. results supported hypothesis that skills are impaired in their integrate...

Syntactic awareness has been linked to word reading and comprehension. The predictive power of two syntactic tasks (grammatical correction, word-order correction) for both aspects was explored in 8- 10-year-olds. relative contributions vocabulary, grammatical knowledge, memory each were assessed. After explained variance on the correction task; contrast, knowledge performance task. relation between comprehension mediated by memory; shared unique not these controls. implications how we...

Three experiments compared the verbal memory skills of children with poor reading comprehension that same-age good comprehenders. The aims were to determine if semantic and/or inhibitory deficits explained comprehenders' problems on measures short-term and working memory. In Experiment 1 there no group differences word- number-based storage evidence knowledge mediated word recall. 2 comprehenders impaired assessments memory, greatest deficit found word-based task. Error analysis both tasks...

This study of 4-to 6-year-olds had two aims.First to determine how lower-level comprehension skills (receptive vocabulary and grammar) verbal memory support early higher-level (inference literal story comprehension).Second establish the predictive power these on subsequent reading comprehension.Eighty-two children completed assessments nonverbal ability, receptive grammar, short-term memory, inferential a picture book narrative.Vocabulary was unique predictor concurrent narrative...

The Neale Analysis of Reading Ability (NARA; Neale, 1997) is a widely used assessment reading comprehension and word accuracy. Spooner, Baddeley, Gathercole (2004) questioned the suitability NARA for identifying children with specific deficits. Aims methods. An evaluation measurement level was undertaken in relation to models ability. Appropriate control measures were considered. strengths weaknesses different forms also evaluated.Previous research into difficulties using has adopted...

Connectives are cohesive devices that signal the relations between clauses and critical to construction of a coherent representation text's meaning.We investigated young readers' knowledge, processing, comprehension temporal, causal, adversative connectives using off-line on-line tasks.In cloze task, 10-year-olds were more accurate than 8-year-olds on temporal connectives, but both age groups differed from adult levels performance (Experiment 1).When required rate 'sense' two-clause...

Inferences are crucial to successful discourse comprehension. We assessed the contributions of vocabulary and working memory inference making in children aged 5 6years (n=44), 7 8years (n=43), 9 10years (n=43). Children listened short narratives answered questions assess local global coherence inferences after each one. Analysis variance (ANOVA) confirmed developmental improvements on both types inference. Although standardized measures were correlated with making, multiple regression...

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Four experiments were carried out to investigate how general knowledge about the stereotypical gender of participants in a text influences comprehension. A self-paced reading task was used present short texts comprising one, two, or three sentences. The first sentence each introduced stereotypically masculine feminine participant (e.g. doctor, nurse), neutral one. last pronoun (he/she) that could match mismatch referent. experiment, which English, showed times for longer when there than...