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ERIC Number: EJ1114919
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0034-0553
Early Oral Language Comprehension, Task Orientation, and Foundational Reading Skills as Predictors of Grade 3 Reading Comprehension
Lepola, Janne; Lynch, Julie; Kiuru, Noona; Laakkonen, Eero; Niemi, Pekka
Reading Research Quarterly, v51 n4 p373-390 Oct-Dec 2016
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A