Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER)

Autor/in	Kim, Young-Suk Grace
Titel	Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER)
Quelle	21 (2017) 4, S.310-333 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
Schlagwörter	Reading Instruction; Grade 2; Elementary School Students; Language Skills; Cognitive Ability; Listening Comprehension; Short Term Memory; Grammar; Vocabulary; Inferences; Reading Comprehension; Word Recognition; Models; Achievement Tests; Perspective Taking; Oral and Written Language Scales; Woodcock Johnson Tests of Achievement; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Leseunterricht; School year 02; 2. Schuljahr; Schuljahr 02; Language skill; Sprachkompetenz; Denkfähigkeit; Hörverständnis; Kurzzeitgedächtnis; Grammatik; Wortschatz; Inference; Inferenz; Leseverstehen; Worterkennung; Analogiemodell; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Zukunftsperspektive; WIAT; Eignungsprüfung; Eignungstest
Abstract	Pathways of relations of language, cognitive, and literacy skills (i.e., working memory, vocabulary, grammatical knowledge, inference, comprehension monitoring, word reading, and listening comprehension) to reading comprehension were examined by comparing four variations of direct and indirect effects model of reading. Results from 350 English-speaking second graders revealed that language and cognitive component skills had direct and indirect relations to listening comprehension, explaining 86% of variance. Word reading and listening comprehension completely mediated the relations of language and cognitive component skills to reading comprehension and explained virtually all the variance in reading comprehension. Total effects of component skills varied from small to substantial. The findings support the direct and indirect effects model of reading model and indicate that word reading and listening comprehension are upper-level skills that are built on multiple language and cognitive component skills, which have direct and indirect relations among themselves. The results underscore the importance of understanding nature of relations. [This article was published in "Scientific Studies of Reading" (EJ1146094).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01