Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills.

By K. Cain, Jane Oakhill, P. Bryant. 2004

1,557 citations recorded by the source corpus.

The authors report data from a longitudinal study that addresses the relations between working memory capacity and reading comprehension skills in children aged 8, 9, and 11 years. At each time point, the authors assessed children's reading ability, vocabulary and verbal skills, performance on 2 working memory assessments (sentence-span and digit working memory), and component skills of comprehension. At each time point, working memory and component skills of comprehension (inference making, comprehension monitoring, story structure knowledge) predicted unique variance in reading comprehension after word reading ability and vocabulary and verbal ability controls. Further analyses revealed that the relations between reading comprehension and both inference making and comprehension monitoring were not wholly mediated by working memory. Rather, these component skills explained their own unique variance in reading comprehension.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/143f4cde21935e86bc21176e7e16c54e35c02559

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Citations in the corpus

Investigating the predictive roles of working memory and IQ in academic attainment. (2010, neutral): “Contrasting evidence suggests that working memory shares unique links with learning after statistically accounting for IQ (e.g., Cain, Oakhill, & Bryant, 2004; Gathercole, Alloway, et al., 2006).”
Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3 (2016, background): “…listening comprehension, early vocabulary has been shown to be a good predictor of reading development, particularly of reading comprehension (e.g., Cain et al., 2004; Manolitsis, Georgiou, & Parrila, 2011; Nation et al., 2004; Ouellette, 2006; Ricketts, Nation, & Bishop, 2007; Sénéchal, 2006;…”
Developing Successful Readers: Building Early Comprehension Skills through Television Viewing and Listening (2005, background): “Although acknowledged as an important part of a complete and balanced reading program (National Reading Panel, 2000), comprehension often has been overlooked in early reading instruction ( Cain, Oakhill, & Bryant, 2004; Dole, Duffy, Roehler, & Pearson, 1991; Oakhill, Cain, & Bryant, 2003; Paris & P”
Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). (2019, methodology): “Texts also vary in working memory demand depending on the location of relevant information in relation to focal information (Cain et al., 2004; Yuill, Oakhill, & Parkin, 1989).”
The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, background): “Children need to be able to simultaneously store and process information in order to integrate information within a text, to integrate prior knowledge with text when generating inferences, to monitor their ongoing comprehension, and to structure the causal and temporal sequence of events in a narrat”
Testing and refining the direct and inferential mediation model of reading comprehension (2007, result): “Suggestive results were also found in two path analysis studies (Meschyan & Hernandez, 2002; Singer & Crouse, 1981), one regression study (McBride-Chang, Manis, Seidenberg, & Custodio, 1993), and nine correlational studies (e.g., Cain, Oakhill, & Bryant, 2004; Wagner et al., 1997).”
The Role of Executive Functions in Reading Comprehension (2017, background): “…Schmiedek et al. 2009) and previous work has extensively examined the relation between working memory and reading comprehension (Budd et al. 1995; Cain et al. 2004; Daneman and Carpenter 1980; Hannon and Daneman 2001; Just and Carpenter 1992; Swanson 1999; Turner and Engle 1989; Waters 1996), we…”
Integrating Scenario–Based and Component Reading Skill Measures to Understand the Reading Behavior of Struggling Readers (2014, background): “…on a measure of reading proﬁciency may be a result of deﬁciencies in higher-level reading comprehension skills, or it may signal weakness in component reading skills which can hamper the processes underlying more complex skills (Cain & Oakhill, 2012; Cain, Oakhill, & Bryant, 2004; Perfetti, 2003).”