The DOI matches its Crossref record; 43 of the 43 references it cites were found in a registry or an index.
The dissociation of word reading and text comprehension: Evidence from component skills
Abstract
In this paper, we discuss the relative contribution of several theoretically relevant skills and abilities in accounting for variance in both word reading and text comprehension. We present data from the first and second waves of a longitudinal study, when the children were 7 to 8 years, and 8 to 9 years old. In multiple regression analyses, we show that there is a dissociation between the skills and abilities that account for variance in word reading, and those that account for variance in text comprehension. The pattern of results is very similar at both time points. Significant variance in comprehension skill is accounted for by measures of text integration, metacognitive monitoring, and working memory. By contrast, these measures do not account for variance in word reading ability, which was best accounted for by a phoneme deletion task. The implications of these findings for our understanding of the development of reading ability, children’s problems in text comprehension and for remediation will be discussed.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
(1991) · Choice Reviews Online · doi:10.5860/choice.28-5764 · Cited by 6,847
Individual differences in working memory and reading
Daneman, M., & Carpenter, P. A. (1980) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(80)90312-6 · Cited by 6,336
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Palinscar, A. S., & Brown, A. L. (1984) · Cognition and Instruction · doi:10.1207/s1532690xci0102_1 · Cited by 5,186
Decoding, reading, and reading disability.
Gough, P. B., & Tunmer, W. E. (1986) · Remedial and Special Education · doi:10.1177/074193258600700104 · Cited by 3,972
Human cognitive abilities a survey of factor-analytic studies
Carroll, J. B. (2004) · Cited by 3,394
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994) · Developmental Psychology · doi:10.1037//0012-1649.30.1.73 · Cited by 1,393
Individual differences in integrating information between and within sentences.
Daneman, M., & Carpenter, P. A. (1983) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037//0278-7393.9.4.561 · Cited by 663
Comprehension skill, inference-making ability, and their relation to knowledge
Cain, K., Oakhill, J. V., Barnes, M. A., & Bryant, P. E. (2001) · Memory & Cognition · doi:10.3758/bf03196414 · Cited by 614
Self-citationText processing of domain-related information for individuals with high and low domain knowledge
Spilich, G. J., Vesonder, G. T., Chiesi, H. L., & Voss, J. F. (1979) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(79)90155-5 · Cited by 515
Nation, K., & Snowling, M. J. (1998) · Child Development · doi:10.1111/j.1467-8624.1998.tb06157.x · Cited by 363
Cited by
The ICAP framework: Linking cognitive engagement to active learning outcomes
Chi, M. T. H., & Wylie, R. (2014) · Educational Psychologist · doi:10.1080/00461520.2014.965823 · Cited by 2,911
Reading Ability: Lexical Quality to Comprehension
Perfetti, C. (2007) · Scientific Studies of Reading · doi:10.1080/10888430701530730 · Cited by 2,095
Cain, K., Oakhill, J., & Bryant, P. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.1.31 · Cited by 1,496
Self-citationWord Knowledge in a Theory of Reading Comprehension
Perfetti, C., & Stafura, J. (2014) · Scientific Studies of Reading · doi:10.1080/10888438.2013.827687 · Cited by 1,362
What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension.
Ouellette, G. P. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.3.554 · Cited by 1,027
Metadata
- Authors
- Oakhill, J. V., Cain, K., & Bryant, P. E.
- Venue
- Language and Cognitive Processes
- Publisher
- Informa UK Limited
- Published
- 2003-08
- Volume
- 18
- Issue
- 4
- Pages
- 443-468
- ISSN
- 0169-0965 (ISSN-L)
- 1464-0732
- OpenAlex
- W2097301153
- Cited by
- 624
- References
- 43
- FWCI
- 21.23
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: The dissociation of word reading and text comprehension: Evidence from component skills. https://app.cochat.ai/papers/10.1080/01690960344000008
- The paper
- Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes. https://doi.org/10.1080/01690960344000008
Data sources
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.
