Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills

By Panayiota Kendeou, Paul van den Broek, M. White, Julie S. Lynch. 2009

696 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e83ea642f07d868d4d2e5629919e4fbf77140e8f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. Cain
2. Macarena Silva
3. Elena Florit
4. Jane Oakhill
5. Y. Kim
6. H. Catts
7. Maja Roch
8. Chiara Levorato

In Education

1. Roberta Michnick Golinkoff 
2. Kathy Hirsh-Pasek
3. K. Cain
4. H. Catts
5. A. Warhurst
6. Macarena Silva
7. Jane Oakhill
8. Sarah P. McGeown

Citations in the corpus

• Building Content Knowledge to Boost Comprehension in the Primary Grades (2020, neutral): “Indeed, a substantial body of research indicates that early language development underlies and supports comprehension ability (e.g., Kendeou et al., 2009; Storch & Whitehurst, 2002; LARRC, 2015; LARRC, Jiang, & Logan, 2019; Scarborough, 2009; Vellutino, Tunmer, Jaccard, & Chen, 2007).”
• Early prediction of reading comprehension within the simple view framework (2015, background): “This is consistent with previous longitudinal studies of the simple view (Kendeou et al., 2009; Storch & Whitehurst, 2002) as well as a very large literature that has documented the connection between phonological awareness and letter knowledge in kindergarten and word recognition/reading comprehens”
• Listening Text Comprehension of Explicit and Implicit Information in Preschoolers: The Role of Verbal and Inferential Skills (2011, background): “In fact, there is not only evidence that listening text comprehension affects later reading comprehension (e.g., Kendeou et al., 2008; Kendeou et al., 2009; Storch & Whitehurst, 2002) but also that the influence of listening text comprehension on reading comprehension increases during the course of…”
• Exploring intrinsic and extrinsic reading motivation among very good and very poor readers (2012, background): “2008) and language skills and reading attainment (Kendeou et al. 2009; Ouellette 2006).”
• 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): “…2006; Ouellette & Beers, 2010), listening comprehension (e.g., Joshi et al., 2012; Lee &Wheldall, 2009; Ouellette & Beers, 2010), or combinations of these (Adlof et al., 2006; Foorman et al., 2015; Kendeou et al., 2009; Protopapas, Simos, Sideridis, & Mouzaki, 2012; Tunmber & Chapman, 2012).”
• Theory of Mind: a Hidden Factor in Reading Comprehension? (2018, background): “Not surprisingly, decoding (e.g., Chen and Vellutino 1997; Hoover and Gough 1990; Kendeou et al. 2009), background knowledge (e.g., Grissmer et al. 2010), linguistic ability (e.g., Ouellette and Beers 2010), reading fluency (e.g., Kim et al. 2012), vocabulary (e.g., Ouellette 2006),…”
• The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, background): “whereas measures independent of word reading, such as listening comprehension, are direct predictors of reading comprehension (de Jong & van der Leij, 2002; Kendeou et al., 2009; Vellutino, Tunmer, Jaccard, & Chen, 2007).”