Early Oral Language Comprehension, Task Orientation, and Foundational Reading Skills as Predictors of Grade 3 Reading Comprehension




Janne Lepola, Julie Lynch, Noona Kiuru, Eero Laakkonen, Pekka Niemi

PublisherJohn Wiley & Sons, Inc.

2016

Reading Research Quarterly

RRQ

51

4

373

390

18

0034-0553

1936-2722

DOIhttps://doi.org/10.1002/rrq.145(external)



The present five-year

longitudinal study from preschool to grade 3 examined

the developmental associations among oral language comprehension,

task orientation, reading precursors, and reading fluency, as well as their

role in predicting grade 3 reading comprehension. Ninety Finnish-speaking

students participated in the study. The students’ oral language comprehension

(vocabulary knowledge, listening comprehension, and inference making)

and task orientation were assessed in preschool, kindergarten, and grade 3.

Reading precursors (letter knowledge and phonological awareness) were assessed

at the first two timepoints and reading fluency at the third timepoint.

Structural equation modeling showed that oral language comprehension,

reading fluency, and task orientation each contributed uniquely to concurrent

reading comprehension, and together they accounted for 76% of variance

in reading comprehension. A reciprocal relationship was found between oral

language comprehension and task orientation from preschool through kindergarten

to grade 3, a finding that extends our knowledge of the longitudinal

determinants of reading comprehension.


Last updated on 2024-26-11 at 17:16