Developmental Relations between Reading Comprehension and Reading Strategies

Autor/inn/en	Muijselaar, Marloes M. L.; Swart, Nicole M.; Steenbeek-Planting, Esther G.; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter F.
Titel	Developmental Relations between Reading Comprehension and Reading Strategies
Quelle	In: Scientific Studies of Reading, 21 (2017) 3, S.194-209 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2017.1278763
Schlagwörter	Correlation; Reading Comprehension; Reading Strategies; Longitudinal Studies; Structural Equation Models; Short Term Memory; Indo European Languages; Foreign Countries; Grade 4; Grade 5; Reading Fluency; Vocabulary Development; Achievement Tests; International Assessment; Reading Achievement; Reading Tests; Intelligence Tests; Verbal Ability; Statistical Analysis; Netherlands; Progress in International Reading Literacy Study; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Korrelation; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kurzzeitgedächtnis; Indoeuropäisch; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Wortschatzarbeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseleistung; Lesetest; Intelligence test; Intelligenztest; Mündliche Leistung; Statistische Analyse; Niederlande
Abstract	We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural equation model was constructed to estimate the unique relations between reading strategies and reading comprehension, while controlling for reading fluency, vocabulary, and working memory. The results showed that there was a unique effect of reading strategies on reading comprehension, and also of reading comprehension on reading strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01