Decoding and Reading Comprehension

By J. R. García, K. Cain. 2014

334 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/9d4a51f606a2cc12b8749261a14040c7eb228705

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Decoding and Reading Comprehension: A Test of the Decoding Threshold Hypothesis (2019, methodology): “An interesting find was that if we only focus on the students who were above the decoding threshold, the correlation was .48 (see Table 1), almost identical to García and Cain (2014).”
Reading Anxiety: An Early Affective Impediment to Children’s Success in Reading (2018, background): “Indeed, early elementary school reading instruction typically involves reading out loud in front of peers and teachers (García & Cain, 2014; Ivey, 1999; Lindfors, 2002) making this sociocultural context a particularly salient factor in the development of reading anxiety.”
The Effects of Home Literacy Environment on Children’s Reading Comprehension Development: A Meta-analysis (2020, background): “We recorded the strength of the correlation between HLE and reading comprehension to avoid interpretative problems, because the current study only investigates the strength of the correlation between HLE and reading comprehension (García & Cain, 2014).”
Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review (2017, background): “High quality lexical representations have been shown to support inferential processes and comprehension (Perfetti & Stafura, 2014; García & Cain, 2014).”
The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills (2018, background): “This is in line with other studies of this age group (see Garcia & Cain, 2014, for a summary) but in contrast to a related study that administered the same measures with the same procedures to a different sample (LARRC, 2015b).”
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, background): “Indeed, mountains of research have indicated that word recognition and language comprehension are each very important contributors to reading (e.g., Byrne & Fielding-Barnsley, 1995; García & Cain, 2014; Georgiou, Das, & Hayward, 2009; Hogan, Adlof, & Alonzo, 2014).”
A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability (2019, background): “García and Cain (2014) and Salceda et al. (2014) concur that, although tests of untimed word reading accuracy yield the most robust association with reading comprehension in English (such measures being less sensitive in languages with consistent orthographies), all types of decoding (i.e.,…”
Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years (2018, methodology): “Based on a meta-analysis of 110 studies, Garcia and Cain (2014) reported an average correlation between decoding and reading comprehension tests of .74.”
Children’s reading difficulties, language, and reflections on the simple view of reading (2019, background): “…between decoding, linguistic comprehension and reading comprehension over time, with the correlation between linguistic comprehension and reading comprehension strengthening, as children’s decoding skills increase (Catts, Adlof, Hogan, & Weismer, 2005; García & Cain, 2014; LARRC, 2015).”