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Early prediction of reading comprehension within the simple view framework

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Abstract

The simple view of reading proposes that reading comprehension is the product of word reading and language comprehension. In this study, we used the simple view framework to examine the early prediction of reading comprehension abilities. Using multiple measures for all constructs, we assessed word reading precursors (i.e., letter knowledge, phonological awareness, rapid naming) and oral language at the beginning of kindergarten and reading comprehension at the end of third grade. Word reading was also assessed at the end of second grade and served as a mediator. Structural equation modeling showed that precursors of word reading and language comprehension accurately predicted reading comprehension in both mediated and non-mediated models. The results have important implications for the early identification of reading comprehension difficulties.

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Notes

  1. A Chi-square difference test was conducted to compare model fit for a CFA model that estimated nonword repetition as an indicator of phonological awareness or as a single observed variable distinct from all other factors. The latter model had adequate fit, χ2 (56) = 98.85, p < .001, RMSEA = .05, CFI = .96, TLI = .95, SRMR = .05, but was not significantly different from that of the more parsimonious model, Δχ2 (3) = 2.37, p = .50.

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Acknowledgments

This study was supported by an Institute of Education Sciences Grant (R324 A080118). We would like to thank the Lawrence, Kansas public school district for their participation in this research study.

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Correspondence to Hugh W. Catts.

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Catts, H.W., Herrera, S., Nielsen, D.C. et al. Early prediction of reading comprehension within the simple view framework. Read Writ 28, 1407–1425 (2015). https://doi.org/10.1007/s11145-015-9576-x

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