The DOI matches its Crossref record; 67 of the 67 references it cites were found in a registry or an index.
Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex
Open accessAbstract
Listening comprehension and word decoding are the two major determinants of the development of reading comprehension. The relative importance of different language skills for the development of listening and reading comprehension remains unclear. In this 5-year longitudinal study, starting at age 7.5 years (n = 198), it was found that the shared variance between vocabulary, grammar, verbal working memory, and inference skills was a powerful longitudinal predictor of variations in both listening and reading comprehension. In line with the simple view of reading, listening comprehension, and word decoding, together with their interaction and curvilinear effects, explains almost all (96%) variation in early reading comprehension skills. Additionally, listening comprehension was a predictor of both the early and later growth of reading comprehension skills.
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Cites
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Ending the reading wars: Reading acquisition from novice to expert
Castles, A., Rastle, K., & Nation, K. (2018) · Psychological Science in the Public Interest · doi:10.1177/1529100618772271 · Cited by 1,297
Children’s reading difficulties, language, and reflections on the simple view of reading
Nation, K. (2019) · Australian Journal of Learning Difficulties · doi:10.1080/19404158.2019.1609272 · Cited by 159
Situation model building ability uniquely predicts first and second language reading comprehension
Raudszus, H., Segers, E., & Verhoeven, L. (2019) · Journal of Neurolinguistics · doi:10.1016/j.jneuroling.2018.11.003 · Cited by 38
Goodrich, J. M., & Namkung, J. M. (2019) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2019.04.006 · Cited by 33
Word reading in monolingual and bilingual children with developmental language disorder
de Bree, E. H., Boerma, T., Hakvoort, B., Blom, E., & van den Boer, M. (2022) · Learning and Individual Differences · doi:10.1016/j.lindif.2022.102185 · Cited by 14
Metadata
- Authors
- Lervåg, A., Hulme, C., & Melby-Lervåg, M.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2018-09-01
- Volume
- 89
- Issue
- 5
- Pages
- 1821-1838
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2626790534
- Cited by
- 316
- References
- 67
- FWCI
- 32.55
- Type
- journal article
- Language
- en
- Open access
- hybrid
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