Prediction of the development of reading comprehension: A longitudinal study.
Prediction of the development of reading comprehension: A longitudinal study.
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阅读理解能力发展的预测：一项纵向研究。
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
J. Leeuwe
中科院分区：
文献类型：
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作者：
L. Verhoeven;J. Leeuwe
具体的影响字解码，词汇和听力理解能力的发展阅读理解的纵向研究的代表性样本2143荷兰儿童在整个小学期间。本研究试图检验两种预测阅读理解发展的理论框架：词汇质量假说，其中词汇解码和词汇被认为是阅读理解的关键决定因素;简单阅读观点，其中阅读理解被认为是词汇解码和听力理解的产物。结果显示，所有的预测和标准措施跨年级的显着进步。这些措施的稳定性也很高，随着时间的推移，这表明学生之间的个体差异保持跨年级。字词解码对早期阅读理解有显著影响，对六年级后期阅读理解影响较小。这些数据为词汇质量假说提供了实证支持，因为它们显示了对单词形式和单词意义（即词汇）的知识，以预测阅读理解的发展。支持简单阅读的观点也被发现，单词解码和听力理解显着预测阅读理解以及。一个组合结构模型与词解码，词汇和听力理解的预测阅读理解显示了实质性的影响，在一年级的阅读理解的三个预测。在以后的年级中，词汇量仍然直接预测阅读理解能力，而听力理解能力与词汇量呈交互关系。版权所有© 2008约翰威利父子有限公司。
Specific effects of word decoding, vocabulary and listening comprehension abilities on the development of reading comprehension were longitudinally examined for a representative sample of 2143 Dutch children throughout the elementary school period. An attempt was made to test two theoretical frameworks for the prediction of the development of reading comprehension: the lexical quality hypothesis in which word decoding and vocabulary are assumed to be critical determinants of reading comprehension and the simple reading view in which reading comprehension is assumed to be the product of word decoding and listening comprehension. The results showed significant progress across grades on all of the predictor and criterion measures. The stability of the measures was also high across time, which shows the individual differences between students to remain across grades. Word decoding exerted a substantial effect on early reading comprehension and a small effect on later sixth grade reading comprehension. The data provide empirical support for the lexical quality hypothesis as they show knowledge of word forms and word meanings (i.e. vocabulary) to predict the development of reading comprehension. Support for the simple reading view was also found in that word decoding and listening comprehension significantly predicted reading comprehension as well. A combined structural model with word decoding, vocabulary and listening comprehension as predictors of reading comprehension showed a substantial impact of the three predictors on reading comprehension at first grade. In subsequent grades, vocabulary is still predicting reading comprehension directly whereas listening comprehension shows a reciprocal relationship with vocabulary. Copyright © 2008 John Wiley & Sons, Ltd.
随着儿童从初级读者发展为熟练阅读者，语音处理能力和单词级阅读之间关系的变化：一项为期 5 年的纵向研究。
影响因子：
4
作者：
Wagner,RK;Torgesen,JK;Rashotte,CA;Hecht,SA;Barker,TA;Burgess,SR;Donahue,J;Garon,T
通讯作者：
Garon,T