Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills
Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills
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DOI：
10.1037/0022-0663.96.1.31
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发表时间：
2004-03-01
影响因子：
4.9
通讯作者：
Bryant, P
中科院分区：
文献类型：
--
作者：
Cain, K;Oakhill, J;Bryant, P
作者报告了一项纵向研究的数据，该研究探讨了8岁、9岁和11岁儿童的工作记忆容量与阅读理解技能之间的关系。在每个时间点，作者评估了儿童的阅读能力、词汇和口头技能、2项工作记忆评估（广度和数字工作记忆）的表现以及理解的组成技能。在每个时间点，工作记忆和组件的理解技能（推理，理解监测，故事结构知识）预测独特的变化后，阅读能力和词汇和口头能力控制的阅读理解。进一步的分析表明，阅读理解与推理和理解监控之间的关系并不完全由工作记忆介导。相反，这些组成技能解释了它们在阅读理解中的独特差异。
The authors report data from a longitudinal study that addresses the relations between working memory capacity and reading comprehension skills in children aged 8, 9, and 11 years. At each time point, the authors assessed children's reading ability, vocabulary and verbal skills, performance on 2 working memory assessments (sentence-span and digit working memory), and component skills of comprehension. At each time point, working memory and component skills of comprehension (inference making, comprehension monitoring, story structure knowledge) predicted unique variance in reading comprehension after word reading ability and vocabulary and verbal ability controls. Further analyses revealed that the relations between reading comprehension and both inference making and comprehension monitoring were not wholly mediated by working memory. Rather, these component skills explained their own unique variance in reading comprehension.