NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1099130
Record Type: Journal
Publication Date: 2016
Pages: 27
Abstractor: As Provided
ISSN: ISSN-1057-3569
Explaining Variance in Comprehension for Students in a High-Poverty Setting
Conradi, Kristin; Amendum, Steven J.; Liebfreund, Meghan D.
Reading & Writing Quarterly, v32 n5 p427-453 2016
This study examined the contributions of decoding, language, spelling, and motivation to the reading comprehension of elementary school readers in a high-poverty setting. Specifically, the research questions addressed whether and how the influences of word reading efficiency, semantic knowledge, reading self-concept, and spelling on reading comprehension varied based on 2 different measures of comprehension. The sample included 52 elementary-age participants from 1 high-poverty school. Multiple regression analyses revealed that factors were related differently to comprehension depending on the measures used. Specifically, fluency accounted for most of the variance in silent reading comprehension but a smaller proportion of the variance in oral reading comprehension. For the oral reading comprehension measure, semantic knowledge was the most influential predictor.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education; Grade 3; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gray Oral Reading Test
Grant or Contract Numbers: N/A