The DOI matches its Crossref record; 89 of the 89 references it cites were found in a registry or an index.
Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills.
Abstract
The authors examined the development of oral language and decoding skills from preschool to early elementary school and their relation to beginning reading comprehension using a cross-sequential design. Four- and 6-year-old children were tested on oral language and decoding skills and were retested 2 years later. In all age groups, oral language and decoding skills formed distinct clusters. The 2 clusters were related to each other in preschool, but this relation became weaker in kindergarten and 2nd grade. Structural equation modeling showed that both sets of skills in 2nd grade independently predicted a child's reading comprehension. These findings confirm and extend the view that the 2 clusters of skills develop early in a child's life and contribute to reading comprehension activities in early elementary school, with each cluster making a considerable, unique contribution
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Cites
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Cited by
The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study
Oakhill, J. V., & Cain, K. (2012) · Scientific Studies of Reading · doi:10.1080/10888438.2010.529219 · Cited by 630
The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies?
Florit, E., & Cain, K. (2011) · Educational Psychology Review · doi:10.1007/s10648-011-9175-6 · Cited by 406
Kim, Y.-S. G. (2017) · Scientific Studies of Reading · doi:10.1080/10888438.2017.1291643 · Cited by 393
A Cognitive View of Reading Comprehension: Implications for Reading Difficulties
Kendeou, P., van den Broek, P., Helder, A., & Karlsson, J. (2014) · Learning Disabilities Research & Practice · doi:10.1111/ldrp.12025 · Cited by 363
Self-citationEason, S. H., Goldberg, L. F., Young, K. M., Geist, M. C., & Cutting, L. E. (2012) · Journal of Educational Psychology · doi:10.1037/a0027182 · Cited by 229
Metadata
- Authors
- Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. S.
- Venue
- Journal of Educational Psychology
- Published
- 2009-11
- Volume
- 101
- Issue
- 4
- Pages
- 765-778
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2158817500
- Cited by
- 667
- References
- 89
- FWCI
- 36.91
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
