Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured

By Laurie E. Cutting, H. Scarborough. 2006

733 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/d84525551e8197b6cdd50aa8baa84e512d5d7554

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Citations in the corpus

Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity (2018, background): “Studies on the link between reading comprehension and fluency that extend beyond age 12 (Artelt et al., 2001; Cutting & Scarborough, 2006; Eason, Sabatini, Goldberg, Bruce, & Cutting, 2013; Rasinski et al., 2005) have shown that although the effect of reading fluency on reading comprehension seems…”
A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability (2019, neutral): “…skills, which have emerged as independent predictors of reading comprehension in some studies (e.g., Cain, Oakhill, & Bryant, 2004; Clarke, Snowling, Truelove, & Hulme, 2010; Muter, Hulme, Snowling, and Stevenson, 2004; Cutting & Scarborough, 2006; Savage, Ouellette, 2006; Tilstra et al., 2009).”
The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills (2018, methodology): “…multiple regression because of the reduction in measurement error; for example, prediction of reading comprehension for this age group from the components of the simple view using multiple regression is typically between 50% and 70% of variance (Cutting & Scarborough, 2006; Spear-Swerling, 2004).”
Examining the contributions of syntactic awareness and syntactic knowledge to reading comprehension (2017, background): “This finding that vocabulary knowledge and word-level reading contributed significant variance to reading comprehension differently in all three models was different from the results reported by Cutting and Scarborough (2004) and Muter et al. (2004). Cutting and Scarborough and Muter et al.”
The Role of Oral Language Skills in Reading and Listening Comprehension of Text: A Comparison of Monolingual (L1) and Bilingual (L2) Speakers of English Language. (2014, background): “General limitations and future research The way in which text comprehension is assessed may have direct implications for the observed pattern of results (Andreassen & Bråten, 2009; Cutting & Scarborough, 2006; Keenan & Betjemann, 2006).”
The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies? (2011, background): “Some find that it makes a significant unique contribution (Cutting and Scarborough 2006; Joshi and Aaron 2000), whilst others do not (Adlof, et al.”
Screening for At-Risk Readers in a Response to Intervention Framework (2007, background): “Language, memory, and attention measures, in particular, may help identify the estimated 3% of the school-age population who exhibit reading comprehension problems, but whose word-level reading skills are unimpaired (Cutting & Scarborough, 2006).”
Fluency Has a Role in the Simple View of Reading (2013, background): “Evidence provided by Cutting and Scarborough (2006) and Tilstra et al. (2009) suggests that a broader view of linguistic comprehension results in capturing more variance in reading comprehension.”
Executive Function and Reading Comprehension: A Meta-Analytic Review (2018, methodology): “Cutting and Scarborough (2006), for example, discussed the potential for nonequivalence of reading comprehension measures used in previous research and raised important concerns about the consistency of processes tapped by commonly used measures (Cutting et al., 2009; Cutting & Scarborough, 2006;…”
The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, result): “Other recent studies demonstrate more generally that word reading skills do not contribute equally to all assessments of reading comprehension (Cutting & Scarborough, 2006; Keenan, Betjemann, & Olson, 2008).”
Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension (2016, background): “In fact, decoding skill has been shown to explain a large percent of the variance on many of the widely used comprehension assessments, especially for younger readers (Cutting & Scarborough, 2006).”
The cognitive foundations of learning to read: a framework for preventing and remediating reading difficulties (2019, background): “…in the relative amounts of variance contributed by word recognition and oral language comprehension (Keenan, Betjemann, & Olson, 2008) andmake differential demands on two aspects of oral language comprehension: vocabulary knowledge and sentence-processing abilities (Cutting & Scarborough, 2006).”