The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study

By Jane Oakhill, K. Cain. 2012

638 citations recorded by the source corpus.

We report a longitudinal study investigating the predictors of reading comprehension and word reading accuracy between the ages of 7 to 8 (UK Year 3) and 10 to 11 years (Year 6). We found that different skills predicted the development of each. Reading comprehension skill measured in Year 3 was a strong predictor of comprehension in Year 6; vocabulary and verbal IQ also made significant unique contributions to the prediction of comprehension ability across time. Three comprehension components (inference, comprehension monitoring, and knowledge and use of story structure) emerged as distinct predictors of reading comprehension in Year 6, even after the autoregressive effect of comprehension was controlled. For word reading accuracy, early measures of word reading accuracy and phonemic awareness predicted later performance.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/aa8366b9891e103ce0debb2c924f6191a6876ce7

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In Developmental and Educational Psychology

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Citations in the corpus

Connecting Cognitive Theory and Assessment: Measuring Individual Differences in Reading Comprehension (2012, background): “As a second example, there are substantial differences between individual readers and between different age groups in the range and efficiency of the strategies available for comprehension (e.g., Oakhill & Cain, 2011; van den Broek et al., 2009; van den Broek et al., in press).”
Reading Comprehension (2016, background): “…unique, significant predictors of reading comprehension (Barth, Barnes, Francis, Vaughn, & York, 2015; Cain et al., 2001; Kendeou, BohnGettler, White, & van den Broek, 2008), with some studies indicating a causal link from poor inference making to poor reading comprehension (Oakhill & Cain, 2012).”
Handbook of Research on Learning and Instruction (2011, background): “Within this theoretical framework, students experience achievement emotions when they feel in control of (positive emotions) or not in control of (negative emotions) achievement activities and outcomes that are important to them (Pekrun, 2006; Pekrun et al., 2007).”
The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. (2014, background): “Moreover, our analyses reveal the importance of discourse-level skills to the prediction of reading comprehension, a pattern that accords with research with young readers (Oakhill & Cain, 2012; Vellutino et al., 2007).”
The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills (2018, methodology): “Comprehension monitoring was assessed with a researcherdeveloped measure, the Knowledge Violations Task (KVT), based on previous research (Cain & Oakhill, 2006; Oakhill & Cain, 2012).”
Growth and predictors of change in English language learners' reading comprehension (2013, background): “These studies, based on auto-regressive models, provide useful information about predictors of reading in monolinguals (e.g., Kendeou et al., 2009b; Kirby et al., 2003; Oakhill & Cain, 2012; Parrila et al., 2004) and L2 learners (e.g., Lesaux et al., 2007; Van Gelderen et al., 2007).”
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, neutral): “…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).”
Children’s reading difficulties, language, and reflections on the simple view of reading (2019, background): “Some studies have argued that another factor, be it vocabulary, inference-making or working memory, makes a direct contribution to reading comprehension (e.g., Oakhill & Cain, 2012; Ouellette & Beers, 2010; Tunmer & Chapman, 2012).”
Why poor children are more likely to become poor readers: the early years (2014, background): “…of research shows that phonological awareness is a powerful predictor of reading ability (Duff and Clarke 2011; Hayiou-Thomas et al. 2010; Melby-Lervag, Halaas Lyster, and Hulme 2012; National Institute of Child Health and Human Development 2000; Oakhill and Cain 2012; Rose 2006; Stanovich 1986).”
What teachers don't know and why they aren't learning it: addressing the need for content and pedagogy in teacher education (2014, background): “The question would be motivated by knowledge that poor comprehenders fail to process cohesive and referential aspects of text, including pronoun references (Cain & Oakhill, 2012; Oakhill & Cain, 2012).”