TY - JOUR
T1 - Longitudinal predictors of reading comprehension in French at first grade
T2 - unpacking the oral comprehension component of the simple view
AU - Massonnié, Jessica
AU - Bianco, Maryse
AU - Lima, Laurent
AU - Bressoux, Pascal
N1 - Funding Information:
This project was funded by the Institut Universitaire de France and the French Ministry of Education (Direction de l'Evaluation, de la Prospective et de la Performance) Convention d'étude et de recherche n° 2014-DEPP-026 . Funding bodies had no involvement in the study design, collection, analysis, interpretation of data, writing process, and submission for publication. We thank the National Education Inspector, the teachers, parents and children having participated in this study.
Funding Information:
This project was funded by the Institut Universitaire de France and the French Ministry of Education (Direction de l'Evaluation, de la Prospective et de la Performance). Funding bodies had no involvement in the study design, collection, analysis, interpretation of data, writing process, and submission for publication. We thank the National Education Inspector, the teachers, parents and children having participated in this study.
Publisher Copyright:
© 2018
PY - 2019/4/1
Y1 - 2019/4/1
N2 - According to the simple view of reading (SVR), reading comprehension relies on “decoding” (pseudoword, word reading) and “oral comprehension” skills. Testing 556 French pupils, we aimed at unpacking these two components and tracking their longitudinal development in first grade. We have found that: (1) lower level language skills (vocabulary, syntax) and discourse skills (oral text comprehension) emerged as two dimensions of “oral comprehension”; (2) lower level language skills longitudinally predicted reading comprehension outcomes, above code-related skills; (3) decoding precursors (letter knowledge, naming speed and phonemic awareness) predicted reading comprehension directly, and indirectly, through decoding skills (pseudoword, word reading, text reading fluency); (4) Oral comprehension skills did not favour the development of decoding. Our results support the independency of the SVR components. However, we suggest that a more fine-grained conceptualisation of oral comprehension skills would help to better understand the individual and pedagogical factors influencing the early development of reading comprehension.
AB - According to the simple view of reading (SVR), reading comprehension relies on “decoding” (pseudoword, word reading) and “oral comprehension” skills. Testing 556 French pupils, we aimed at unpacking these two components and tracking their longitudinal development in first grade. We have found that: (1) lower level language skills (vocabulary, syntax) and discourse skills (oral text comprehension) emerged as two dimensions of “oral comprehension”; (2) lower level language skills longitudinally predicted reading comprehension outcomes, above code-related skills; (3) decoding precursors (letter knowledge, naming speed and phonemic awareness) predicted reading comprehension directly, and indirectly, through decoding skills (pseudoword, word reading, text reading fluency); (4) Oral comprehension skills did not favour the development of decoding. Our results support the independency of the SVR components. However, we suggest that a more fine-grained conceptualisation of oral comprehension skills would help to better understand the individual and pedagogical factors influencing the early development of reading comprehension.
KW - Elementary school
KW - Reading comprehension
KW - Reading development
KW - Simple view
KW - Structural modeling
UR - https://discovery.ucl.ac.uk/id/eprint/10086543/
U2 - 10.1016/j.learninstruc.2018.01.005
DO - 10.1016/j.learninstruc.2018.01.005
M3 - Article
AN - SCOPUS:85041622149
SN - 0959-4752
VL - 60
SP - 166
EP - 179
JO - Learning and Instruction
JF - Learning and Instruction
ER -