The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4–6‐Year‐Old Children

By Janne Lepola, Julie S. Lynch, Eero Laakkonen, M. Silvén, P. Niemi. 2012

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The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. (2014, background): “Thus, it is not surprising to find that vocabulary predicts unique variance in story comprehension in 4- to 6-year-olds concurrently (Florit et al., 2011; Tompkins et al., 2013) and also longitudinally (Lepola et al., 2012; Muter, Hulme, Snowling, & Stevenson, 2004).”
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, result): “…are in line with previous work (Ahmed et al., 2016; Cain et al., 2004; Cromley & Azevedo, 2007; Florit et al., 2009, 2013; Kim, 2015a, 2016; Lepola et al., 2012); and the DIET model is in line with theoretical framework of text/discourse comprehension (Graesser et al., 1994; Kintsch, 1988,…”
Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). (2019, background): “…foundational oral language skills (vocabulary and grammatical knowledge) interact with knowledge of phonology and semantics (i.e., morphology; Goodwin & Ahn, 2013; Kuo & Anderson, 2006; Nagy & Anderson, 1984), and with inference (Currie & Cain, 2015; Kim, 2016, 2017a; Lepola et al., 2012).”