ERIC Number: EJ1138849
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Developmental Relations between Reading Comprehension and Reading Strategies
Muijselaar, Marloes M. L.; Swart, Nicole M.; Steenbeek-Planting, Esther G.; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter F.
Scientific Studies of Reading, v21 n3 p194-209 2017
We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural equation model was constructed to estimate the unique relations between reading strategies and reading comprehension, while controlling for reading fluency, vocabulary, and working memory. The results showed that there was a unique effect of reading strategies on reading comprehension, and also of reading comprehension on reading strategies.
Descriptors: Correlation, Reading Comprehension, Reading Strategies, Longitudinal Studies, Structural Equation Models, Short Term Memory, Indo European Languages, Foreign Countries, Grade 4, Grade 5, Reading Fluency, Vocabulary Development, Achievement Tests, International Assessment, Reading Achievement, Reading Tests, Intelligence Tests, Verbal Ability, Vocabulary, Statistical Analysis
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools
Authoring Institution: N/A
Identifiers - Location: Netherlands
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study; Peabody Picture Vocabulary Test
Grant or Contract Numbers: N/A