Development of comprehension monitoring in beginner readers

Language And Reading Research Consortium (Larrc)

Research output: Contribution to journalArticle

7 Scopus citations

Abstract

The current study was designed to understand the development of comprehension monitoring among beginner readers from first to third grade, and to determine the extent to which first graders’ comprehension monitoring predicts reading comprehension in grade three. Participants were 113 children (57% female) from four US states who were followed from Grade 1 (M = 7 years, SD = 4 months) to Grade 3 (M = 9 years, SD = 4 months). Measures included decoding, vocabulary, working memory, comprehension monitoring, and reading comprehension. Children’s ability to monitor comprehension grew significantly from first to third grade, with a deceleration in growth over time. In addition, comprehension monitoring in Grade 1 made a significant contribution to reading comprehension in Grade 3, even after controlling for decoding, vocabulary, and working memory. Together, these findings supplement our understanding of young readers’ development of comprehension monitoring as well as its association with reading comprehension at a later time. Practical implications of the results in the context of providing support for higher-level language skills in beginning reading instruction are discussed.

Original languageEnglish (US)
Pages (from-to)2039-2067
Number of pages29
JournalReading and Writing
Volume30
Issue number9
DOIs
StatePublished - Nov 1 2017

Keywords

  • Comprehension
  • Decoding
  • Oral language
  • Vocabulary

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Education
  • Linguistics and Language
  • Speech and Hearing

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