The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Language and Cognitive Predictors of Text Comprehension: Evidence From Multivariate Analysis
Abstract
Using data from children in South Korea (N = 145, Mage = 6.08), it was determined how low-level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high-level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low-level skills predicted comprehension monitoring and ToM, which in turn predicted listening comprehension. Vocabulary and syntactic knowledge were also directly related to listening comprehension, whereas working memory was indirectly related via comprehension monitoring and ToM. Listening comprehension and word reading completely mediated the relations of language and cognitive skills to reading comprehension.
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Cites
Hoover, W. A., & Gough, P. B. (1990) · Reading and Writing · doi:10.1007/bf00401799 · Cited by 2,956
Foundation literacy acquisition in European orthographies
Seymour, P. H. K., Aro, M., Erskine, J. M., & collaboration with COST Action A8 network (2003) · British Journal of Psychology · doi:10.1348/000712603321661859 · Cited by 2,601
The Structure of Working Memory From 4 to 15 Years of Age
Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004) · Developmental Psychology · doi:10.1037/0012-1649.40.2.177 · Cited by 1,795
Working Memory: The Multiple-Component Model
Baddeley, A. D., & Logie, R. H. (1999) · Models of Working Memory · doi:10.1017/cbo9781139174909.005 · Cited by 1,374
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
Language and theory of mind: a study of deaf children
Schick, B., De Villiers, P., De Villiers, J., & Hoffmeister, R. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.01004.x · Cited by 585
Speaking Out for Language: Why Language Is Central to Reading Development
Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010) · Educational Researcher · doi:10.3102/0013189x10370204 · Cited by 377
Language Promotes False-Belief Understanding: Evidence From Learners of a New Sign Language
Pyers, J. E., & Senghas, A. (2009) · Psychological Science · doi:10.1111/j.1467-9280.2009.02377.x · Cited by 245 · cited 4×
“On the other hand, oral language skills have been studied as a contributing factor to ToM development (e.g., acquisition of mental state verbs such as “think” and “believe,” and complement grammatical structure such as “I believe that . . .”; Astington & Jenkins, 1999; de Villiers, 2000; Pyers & Senghas, 2009).”
BackgroundInfluential
Cited by
Kim, Y.-S. G. (2017) · Scientific Studies of Reading · doi:10.1080/10888438.2017.1291643 · Cited by 393
Self-citationLervåg, A., Hulme, C., & Melby-Lervåg, M. (2018) · Child Development · doi:10.1111/cdev.12861 · Cited by 316
Toward Integrative Reading Science: The Direct and Indirect Effects Model of Reading
Kim, Y.-S. G. (2020) · Journal of Learning Disabilities · doi:10.1177/0022219420908239 · Cited by 166
Self-citationTheory of Mind: a Hidden Factor in Reading Comprehension?
Dore, R. A., Amendum, S. J., Golinkoff, R. M., & Hirsh-Pasek, K. (2018) · Educational Psychology Review · doi:10.1007/s10648-018-9443-9 · Cited by 156
Atkinson, L., Slade, L., Powell, D., & Levy, J. P. (2017) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2017.04.007 · Cited by 86
Kim, Y.-S. G., & Piper, B. (2019) · Reading and Writing · doi:10.1007/s11145-018-9889-7 · Cited by 62
Self-citationReading minds and reading texts: Evidence for independent and specific associations
Lecce, S., Bianco, F., & Hughes, C. (2021) · Cognitive Development · doi:10.1016/j.cogdev.2021.101010 · Cited by 58
Metadata
- Authors
- Kim, Y.-S.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2015-01-01
- Volume
- 86
- Issue
- 1
- Pages
- 128-144
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W1978829487
- Cited by
- 245
- References
- 8
- FWCI
- 29.11
- Type
- journal article
- Language
- en
- Open access
- closed
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