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Longitudinal predictors of reading comprehension in French at first grade: Unpacking the oral comprehension component of the simple view

Massonnie, J; Bianco, M; Lima, L; Bressoux, P; (2019) Longitudinal predictors of reading comprehension in French at first grade: Unpacking the oral comprehension component of the simple view. Learning and Instruction , 60 pp. 166-179. 10.1016/j.learninstruc.2018.01.005. Green open access

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Abstract

According to the simple view of reading (SVR), reading comprehension relies on “decoding” (pseudoword, word reading) and “oral comprehension” skills. Testing 556 French pupils, we aimed at unpacking these two components and tracking their longitudinal development in first grade. We have found that: (1) lower level language skills (vocabulary, syntax) and discourse skills (oral text comprehension) emerged as two dimensions of “oral comprehension”; (2) lower level language skills longitudinally predicted reading comprehension outcomes, above code-related skills; (3) decoding precursors (letter knowledge, naming speed and phonemic awareness) predicted reading comprehension directly, and indirectly, through decoding skills (pseudoword, word reading, text reading fluency); (4) Oral comprehension skills did not favour the development of decoding. Our results support the independency of the SVR components. However, we suggest that a more fine-grained conceptualisation of oral comprehension skills would help to better understand the individual and pedagogical factors influencing the early development of reading comprehension

Type: Article
Title: Longitudinal predictors of reading comprehension in French at first grade: Unpacking the oral comprehension component of the simple view
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.learninstruc.2018.01.005
Publisher version: https://doi.org/10.1016/j.learninstruc.2018.01.005
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Reading development, Reading comprehension, Elementary school, Simple view, Structural modeling
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/10086543
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