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ERIC Number: ED407670
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 77
Abstractor: N/A
Reference Count: N/A
A Cross Sectional Comparison of the Relationship between Decoding Components, Conceptual Knowledge, and Metacognitive Knowledge to Reading Comprehension for Readers in Grades Four and Five.
Nichols, William Dee; And Others
The influence of word recognition and conceptual knowledge on readers' comprehension of narrative text has become a fundamental assumption associated with text processing in the primary grades. Features of conceptual knowledge such as prior knowledge, content knowledge, domain knowledge, and discourse knowledge are believed to be significant contributors to reading comprehension in the primary grades. A study examined the relationship among the phases of decoding, the constructs of conceptual knowledge, and metacognitive knowledge to better understand how they contribute to elementary age students' reading comprehension of narrative and expository text. The relationship found within one school district was compared to findings in another, more diverse district. Using Content Based Literacy Assessment (CBLA) instruments developed by each school district, measurement models of word recognition, prior knowledge, content knowledge, domain knowledge, discourse knowledge, strategic knowledge, and reading comprehension for narrative and expository text were developed. While the models developed for each school district did not indicate a high level between the goodness of fit for the two models, important relationships among the components of reading comprehension were recorded. For both school districts, at grades 4 and 5 decoding and word recognition skills indicated strong paths toward reading comprehension; however, the relationship between the paths was different between the districts. Conceptual and metacognitive knowledge also indicated paths to reading comprehension at each of the grade levels with the role of strategic knowledge increasing as grade level increased. (Contains 47 references, and 15 tables and 6 figures of data.) (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A