The dissociation of word reading and text comprehension: Evidence from component skills

By Jane Oakhill, K. Cain, P. Bryant. 2003

659 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/5433dc562dbdc20d8be52dc3578124038b4bd1b3

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

The Development of Narrative Comprehension and Its Relation to Other Early Reading Skills (2008, background): “This finding parallels those of Narrative Comprehension and Early Reading 351 previous studies that have also found some relations between worddecoding skills and narrative comprehension skills within a larger pattern of separate development (Oakhill et al., 2003; Paris & Paris, 2003).”
The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies? (2011, background): “Previous research has already recognized that the two broad components of the SVR are based on different and partially independent skills, knowledge and processes (e.g., Kirby and Savage 2008; Oakhill et al. 2003; Stuart et al. 2008).”
Classification of Students with Reading Comprehension Difficulties: The Roles of Motivation, affect, and Psychopathology (2006, background): “…the literature has been compelling with regard to the fact that students with learning deficits lack the motivation to engage in academic tasks (Bouffard & Couture, 2003; Fulk, Brigham, & Lohman, 1998; Lepola, 2004; Lepola, Salonen, & Vauras, 2000; Olivier & Steenkamp, 2004; Valas, 1999, 2001).”
Genetic and environmental influences on reading and listening comprehension (2006, result): “The independence of these genetic influences is interesting theoretically and supports the phenotypic findings of Oakhill (Oakhill et al., 2003), Nation (2005) and others who have argued that comprehension deficits are distinct from word reading deficits.”
Decoding and Reading Comprehension (2014, methodology): “…samples: R2 = .49 (Blackmore & Pratt, 1997) versus R2 = .79 (Rupley & Willson, 1997) in 6-yearolds; R2 = .13 (Manis et al., 1999) versus R2 = .92 (Katzir et al., 2006) in 7-yearolds; or R2 = .05 (Cain et al., 2004; Oakhill et al., 2003) versus R2 = .80 (Deacon & Kirby, 2004) in 8-year-olds.”
Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills. (2004, background): “However, these working memory tasks may tap into verbal resources (see above), and both vocabulary knowledge and verbal intelligence are strong predictors of reading comprehension level (Jensen, 1980; Oakhill et al., 2003; Sternberg & Powell, 1983).”
The role of prosodic sensitivity in children’s reading development (2006, result): “A similar pattern of results was reported by Oakhill, Cain, and Bryant (2003) Contribution of Prosodic Sensitivity Measures to Reading Ability.”
Psychometric Evaluation of a Receptive Vocabulary Test for Greek Elementary Students (2011, background): “Standard tests of receptive and expressive vocabulary seem to provide a reasonable starting point, as they have been shown to serve as strong, complementary predictors of reading comprehension (Oakhill et al., 2003; Yovanoffet al., 2005).”
Listening Text Comprehension of Explicit and Implicit Information in Preschoolers: The Role of Verbal and Inferential Skills (2011, background): “Work on unselected groups of school-age children showed that inferential skills contribute specifically to reading comprehension over and above verbal skills and working memory (Cain, Oakhill, & Bryant, 2004; Oakhill & Cain, 2007b; Oakhill et al., 2003).”
Reading Ability: Lexical Quality to Comprehension (2007, background): “Studies by Oakhill and colleagues ( Cain & Oakhill, 1999 ; Oakhill, Cain, & Bryant, 2003 ) seem to show that some children have trouble drawing inferences during comprehension, despite having good decoding skills.”