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ERIC Number: EJ1101693
Record Type: Journal
Publication Date: 2016-Jun
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0922-4777
Component Skills Affecting Elementary Students' Informational Text Comprehension
Liebfreund, Meghan D.; Conradi, Kristin
Reading and Writing: An Interdisciplinary Journal, v29 n6 p1141-1160 Jun 2016
This study was conducted to examine the factors that influence informational text comprehension and to determine how these vary for students with higher and lower component skills. The sample included 177 students in grades 3-5. Regression analyses were used to predict informational text comprehension with decoding efficiency, vocabulary knowledge, prior knowledge, and intrinsic motivation. This model, that also included age and grade as control variables, explained 62.5% of the variance in informational text comprehension. Each component skill explained unique variance, and vocabulary knowledge accounted for the largest portion. Next, we examined whether the factors contributed differently to informational text comprehension for students with higher and lower component skills. Overall, the regressions were better predictors for students with higher than those with lower component skills. For students with lower component skills, motivation and vocabulary were consistent predictors, whereas vocabulary and decoding efficiency were consistent predictors for students with higher component skills. The findings indicate multiple factors are important for informational text comprehension, particularly vocabulary, and research should examine this topic for different types of readers.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A