Contribution of Working Memory Capacity to Children’s Reading Comprehension: A Longitudinal Investigation

By A. Seigneuric, Marie-France Ehrlich. 2005

286 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6476dd8a8ede5ce3e98599a478c711c3e8ccee62

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development (2007, background): “…and empirical evidence that comprehension of spoken language depends, in some measure, on one’s ability to use speech-coding mechanisms to hold linguistic units in working memory, prior to assembling them into meaningful propositions (Baddeley, 1986; Goff et al., 2005; Seigneuric & Ehrlich, 2005).”
Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) (2017, unknown): “…control) press; Cain, 2006, 2007; Cain & Oakhill, 1999; Cain, Oakhill, & Bryant, 2004; Conners, 2009; Cromley & Azevedo, 2007; Daneman & Carpenter, 1980; Oakhill & Cain, 2012; Seigneuric & Ehrlich, 2005; Seigneuric, Ehrlich, Oakhill, & Yuill, 2000; van den Broek, Young, Tzeng, & Linderholm, 1999).”
The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, background): “Longitudinally, working memory in 8-year-olds predicts variance in reading comprehension 1 year later, over and above the contributions made by earlier measures of vocabulary, decoding, and comprehension ability ( Seigneuric & Ehrlich, 2005 ).”
Modeling the Relationships Between Cognitive-Linguistic Skills and Literacy Skills: New Insights From a Transparent Orthography (2011, background): “Longitudinal research examining the developmental relationship between working memory and comprehension skills among typical populations is very limited and so far, the available research evidence from younger children has revealed weak relationships (e.g., Seigneuric & Ehrlich, 2005).”
Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review (2017, background): “It is, therefore, not surprising that working memory capacity has been shown to explain individual differences in reading comprehension (Cain, Oakhill, & Lemmon, 2004; De Beni, Palladino, Pazzaglia, & Cornoldi, 1998; Seigneuric & Ehrlich, 2005; Swanson & Berninger, 1995).”
Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). (2019, background): “…the arrangement structure of ideas, and cognitive demands (e.g., Bailey, 2007; Friedman & Miyake, 2000; Scarcella, 2008; Schleppegrell, 2001; Seigneuric & Ehrlich, 2005) and, therefore, the extent to which specific component skills contribute to comprehension would vary depending on the…”
The Components of the Simple View of Reading: A Confirmatory Factor Analysis (2012, background): “However, this intuitive view has been challenged by findings that vocabulary accounts for additional reading comprehension variance after listening comprehension is statistically controlled (Braze, Tabor, Shankweiler, & Mencl, 2007 ; Goff et al, 2005 ; Ouellette & Beers, 2010 ; Seigneuric & Ehrli”
Listening Text Comprehension of Explicit and Implicit Information in Preschoolers: The Role of Verbal and Inferential Skills (2011, unknown): “…relation between verbal skills and reading comprehension (e.g., Cain & Oakhill, 2006, 2007; de Jong & van der Leij, 2002; Muter, Hulme, Snowling, & Stevenson, 2004; Nation & Snowling, 2004; Ouellette, 2006; Ricketts, Nation, & Bishop, 2007; Roth, Speece, & Cooper, 2002; Seigneuric & Ehrlich, 2005).”