The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample

By D. Goff, C. Pratt, B. Ong. 2005

194 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/c532a923c435c358d447b3e10940feb760983ec3

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, background): “Measures of word reading fluency are also related to children's reading comprehension ( Jenkins, Fuchs, van den Broek, Espin, & Deno, 2003 ), although not after controlling for general ability ( Goff, Pratt, & Ong, 2005 ).”
The Role of Vocabulary in the Context of the Simple View of Reading (2013, background): “The significant unique contribution of vocabulary measures to reading comprehension is consistent with recent findings with Grade 3–5 Australian children (Goff et al., 2005) and Grade 4 Canadian children (Ouellette, 2006), among others.”
Working Memory and Academic Learning: Assessment and Intervention (2008, background): “Accordingly, the interaction between working memory and long-term memory may be a better predictor of reading comprehension than working memory tasks that have only a short-term memory component (Goff et al., 2005).”
Syntactic awareness and reading ability: Is there any evidence for a special relationship? (2007, background): “of the paragraph and syntactic knowledge is correlated with passage comprehension (e.g., Goff, Pratt, & Ong, 2005 ).”
Attentional control and the Simple View of reading (2009, background): “Neither of these had been examined in the context of the Simple View prior to the present study (but see Goff et al., 2005 ).”
The Components of the Simple View of Reading: A Confirmatory Factor Analysis (2012, background): “…for additional reading comprehension variance after listening comprehension is statistically controlled (Braze, Tabor, Shankweiler, & Mencl, 2007; Goff et al., 2005; Ouellette & Beers, 2010; Seigneuric & Ehrlich, 2005; Tilstra et al., 2009), at least for children past the early stages of…”