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Direct linkLervåg, Arne; Hulme, Charles; Melby-Lervåg, Monica – Child Development, 2018
Listening comprehension and word decoding are the two major determinants of the development of reading comprehension. The relative importance of different language skills for the development of listening and reading comprehension remains unclear. In this 5-year longitudinal study, starting at age 7.5 years (n = 198), it was found that the shared…
Descriptors: Oral Language, Language Skills, Reading Comprehension, Decoding (Reading)
Christopher, Micaela E.; Hulslander, Jacqueline; Byrne, Brian; Samuelsson, Stefan; Keenan, Janice M.; Pennington, Bruce; DeFries, John C.; Wadsworth, Sally J.; Willcutt, Erik; Olson, Richard K. – Child Development, 2015
The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post-first grade (M = 7.4 years), and post-fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print…
Descriptors: Genetics, Longitudinal Studies, Reading Comprehension, Environmental Influences
Peer reviewedGoldman, Susan R.; Varnhagen, Connie K. – Child Development, 1983
Examined comprehension of stories with and without obstacles to goal attainment among 16 second- and fifth-grade students and 16 adults. Results suggest that processing characteristics of a task, as well as prior knowledge of problem-solving behavior, affect story understanding. (Auhtor/RH)
Descriptors: College Students, Elementary School Students, Listening Comprehension, Memory
Peer reviewedKoblinsky, Sally Gentry; And Others – Child Development, 1978
Presents two experiments which examine fifth-grade children's memory for stereotypic and reverse stereotypic and sex role content in their reading material. (Author/JMB)
Descriptors: Content Analysis, Elementary School Students, Memory, Reading Comprehension
Peer reviewedPezdek, Kathy; And Others – Child Development, 1984
Third and sixth graders read an illustrated story and were presented with either a television or radio version of another story. Across a range of comprehension and memory measures, performance in the radio condition and reading were related, while performance in the television condition and reading were not. (Author/CB)
Descriptors: Children, Comprehension, Illustrations, Listening Comprehension
Peer reviewedHess, Thomas M.; Radtke, Robert C. – Child Development, 1981
Analyzes the roles of verbal coding skills, processing efficiency, and memory ability in accounting for individual and developmental differences in the reading comprehension of children in grades 3 through 8. Results indicate that skill differences can arise through ability differences at two independent levels--processing speed and memory.…
Descriptors: Elementary Education, Elementary School Students, Individual Differences, Language Processing
