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Direct linkSilva, Macarena; Cain, Kate – Journal of Educational Psychology, 2015
This study of 4- to 6-year-olds had 2 aims: first, to determine how lower level comprehension skills (receptive vocabulary and grammar) and verbal memory support early higher level comprehension skills (inference and literal story comprehension), and second, to establish the predictive power of these skills on subsequent reading comprehension.…
Descriptors: Young Children, Receptive Language, Vocabulary, Grammar
Tong, Xiuli; Deacon, S. Helene; Kirby, John R.; Cain, Kate; Parrila, Rauno – Journal of Educational Psychology, 2011
This longitudinal study examined the performance of poor comprehenders on several reading-related abilities in the late elementary school years. We identified 3 groups of readers in Grade 5 who were matched on word reading accuracy and speed, nonverbal cognitive ability, and age: unexpected poor comprehenders, expected average comprehenders, and…
Descriptors: Reading Comprehension, Reading Difficulties, Economically Disadvantaged, Phonological Awareness
Cain, Kate; Oakhill, Jane – British Journal of Educational Psychology, 2006
Background: Children with fluent and accurate word reading in the presence of poor text comprehension are impaired on a wide range of reading-related tasks. Aims: This study investigated the consistency of skill impairment in a sample of poor comprehenders to identify any fundamental skill weakness that (i) might be associated with poor text…
Descriptors: Verbal Ability, Reading Ability, Cognitive Ability, Longitudinal Studies
