BEYOND WORDS PER MINUTE: THE OTHER SKILLS THAT INFLUENCE COMPREHENSION IN FIRST GRADE

Authors

  • Daniela Vergara Pontificia Universidad Católica de Chile
  • Katherine Strasser Pontificia Universidad Católica de Chile
  • María Francisca del Río Universidad Diego Portales

DOI:

https://doi.org/10.31619/caledu.n44.19

Keywords:

Keywords, reading comprehension, listening comprehension, early predictors, monitoring,

Abstract

The present study examines the explanatory power of a set of skills regarding two measures of text comprehension: Listening Comprehension (LC) and Reading Comprehension (RC) in first grade students. We evaluated the contribution to LC and RC of three higher-order cognitive skills, two measurements of knowledge, three measurements of executive function, phonological awareness and decoding, to examine their role in the comprehension of children who are just beginning to decode. We hypothesized that higher-order cognitive skills and knowledge would have a smaller role, in comparison to decoding. Two hundred and two first graders from the Santiago metropolitan area were assessed. Multiple regression models revealed that the variables of higher-order cognitive skills and knowledge were as important and in some cases more so, than decoding in explaining the RC of these first graders. LC was difficult to model in this sample. Implications for early teaching of reading and language are discussed.

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Published

2018-03-12

Issue

No. 44 (2016): Revista Calidad en la Educación

Section

RESEARCH PAPERS

License

Copyright (c) 2018 Calidad en la Educación

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