TY - JOUR
T1 - Development of comprehension monitoring in beginner readers
AU - Language And Reading Research Consortium (Larrc)
AU - Justice, Laura M.
AU - Cain, Kate
AU - Yeomans-Maldonado, Gloria
AU - Lomax, Richard
AU - O’Connell, Ann
AU - Pentimonti, Jill
AU - Petrill, Stephen A.
AU - Piasta, Shayne B.
AU - Gray, Shelley
AU - Gray, Shelley
AU - Restrepo, Maria
AU - Bridges, Mindy
AU - Nielsen, Diane
AU - Hogan, Tiffany
AU - Bovaird, Jim
AU - Nelson, J. Ron
AU - Yeomans-Maldonado, Gloria
N1 - Publisher Copyright:
© 2017, Springer Science+Business Media B.V.
PY - 2017/11/1
Y1 - 2017/11/1
N2 - The current study was designed to understand the development of comprehension monitoring among beginner readers from first to third grade, and to determine the extent to which first graders’ comprehension monitoring predicts reading comprehension in grade three. Participants were 113 children (57% female) from four US states who were followed from Grade 1 (M = 7 years, SD = 4 months) to Grade 3 (M = 9 years, SD = 4 months). Measures included decoding, vocabulary, working memory, comprehension monitoring, and reading comprehension. Children’s ability to monitor comprehension grew significantly from first to third grade, with a deceleration in growth over time. In addition, comprehension monitoring in Grade 1 made a significant contribution to reading comprehension in Grade 3, even after controlling for decoding, vocabulary, and working memory. Together, these findings supplement our understanding of young readers’ development of comprehension monitoring as well as its association with reading comprehension at a later time. Practical implications of the results in the context of providing support for higher-level language skills in beginning reading instruction are discussed.
AB - The current study was designed to understand the development of comprehension monitoring among beginner readers from first to third grade, and to determine the extent to which first graders’ comprehension monitoring predicts reading comprehension in grade three. Participants were 113 children (57% female) from four US states who were followed from Grade 1 (M = 7 years, SD = 4 months) to Grade 3 (M = 9 years, SD = 4 months). Measures included decoding, vocabulary, working memory, comprehension monitoring, and reading comprehension. Children’s ability to monitor comprehension grew significantly from first to third grade, with a deceleration in growth over time. In addition, comprehension monitoring in Grade 1 made a significant contribution to reading comprehension in Grade 3, even after controlling for decoding, vocabulary, and working memory. Together, these findings supplement our understanding of young readers’ development of comprehension monitoring as well as its association with reading comprehension at a later time. Practical implications of the results in the context of providing support for higher-level language skills in beginning reading instruction are discussed.
KW - Comprehension
KW - Decoding
KW - Oral language
KW - Vocabulary
UR - http://www.scopus.com/inward/record.url?scp=85025096135&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85025096135&partnerID=8YFLogxK
U2 - 10.1007/s11145-017-9765-x
DO - 10.1007/s11145-017-9765-x
M3 - Article
AN - SCOPUS:85025096135
SN - 0922-4777
VL - 30
SP - 2039
EP - 2067
JO - Reading and Writing
JF - Reading and Writing
IS - 9
ER -