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A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability

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A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability. / Caravolas, Marketa; Lervåg, Arne; Mikulajová, Marína et al.
In: Scientific Studies of Reading, Vol. 23, No. 5, 31.10.2019, p. 386-402.

Research output: Contribution to journal › Article › peer-review

HarvardHarvard

Caravolas, M, Lervåg, A, Mikulajová, M, Defior, S, Málková, GS & Hulme, C 2019, 'A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability', Scientific Studies of Reading, vol. 23, no. 5, pp. 386-402. https://doi.org/10.1080/10888438.2019.1580284

APA

Caravolas, M., Lervåg, A., Mikulajová, M., Defior, S., Málková, G. S., & Hulme, C. (2019). A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability. Scientific Studies of Reading, 23(5), 386-402. https://doi.org/10.1080/10888438.2019.1580284

CBE

Caravolas M, Lervåg A, Mikulajová M, Defior S, Málková GS, Hulme C. 2019. A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability. Scientific Studies of Reading. 23(5):386-402. https://doi.org/10.1080/10888438.2019.1580284

MLA

Caravolas, Marketa et al. "A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability". Scientific Studies of Reading. 2019, 23(5). 386-402. https://doi.org/10.1080/10888438.2019.1580284

VancouverVancouver

Caravolas M, Lervåg A, Mikulajová M, Defior S, Málková GS, Hulme C. A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability. Scientific Studies of Reading. 2019 Oct 31;23(5):386-402. Epub 2019 Mar 14. doi: 10.1080/10888438.2019.1580284

Author

Caravolas, Marketa ; Lervåg, Arne ; Mikulajová, Marína et al. / A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability. In: Scientific Studies of Reading. 2019 ; Vol. 23, No. 5. pp. 386-402.

RIS

TY - JOUR

T1 - A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability

AU - Caravolas, Marketa

AU - Lervåg, Arne

AU - Mikulajová, Marína

AU - Defior, Sylvia

AU - Málková, Gabriela Seidlová

AU - Hulme, Charles

PY - 2019/10/31

Y1 - 2019/10/31

N2 - The present study investigated the moderating role of orthographic consistency on the development of reading comprehension in four language groups (English, n = 179; Spanish, n = 188; Czech, n = 135; Slovak, n = 194) from kindergarten to Grade 2. In all languages, early variations in phoneme awareness/letter knowledge, rapid automatised naming, and emerging decoding skills, but not oral language, predicted variations in decoding skills at the end of Grade 1; these in turn predicted reading comprehension in Grade 2. For the three consistent orthographies (Spanish, Slovak, and Czech), kindergarten language skills were another significant predictor of Grade 2 reading comprehension. This effect was absent in the English sample, where variations in decoding skills were a more powerful predictor. These results provide the first longitudinal evidence for effects of orthographic consistency on the development of reading comprehension and provide support for the simple view of reading.

AB - The present study investigated the moderating role of orthographic consistency on the development of reading comprehension in four language groups (English, n = 179; Spanish, n = 188; Czech, n = 135; Slovak, n = 194) from kindergarten to Grade 2. In all languages, early variations in phoneme awareness/letter knowledge, rapid automatised naming, and emerging decoding skills, but not oral language, predicted variations in decoding skills at the end of Grade 1; these in turn predicted reading comprehension in Grade 2. For the three consistent orthographies (Spanish, Slovak, and Czech), kindergarten language skills were another significant predictor of Grade 2 reading comprehension. This effect was absent in the English sample, where variations in decoding skills were a more powerful predictor. These results provide the first longitudinal evidence for effects of orthographic consistency on the development of reading comprehension and provide support for the simple view of reading.

U2 - 10.1080/10888438.2019.1580284

DO - 10.1080/10888438.2019.1580284

M3 - Article

VL - 23

SP - 386

EP - 402

JO - Scientific Studies of Reading

JF - Scientific Studies of Reading

SN - 1088-8438

IS - 5

ER -