Paths to Reading Comprehension in At-Risk Second-Grade Readers

Virginia Wise Berninger · Cynthia M. Fulton

125 citations0/0 files storedJournal of Learning Disabilities

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Reading and Literacy Development Language Development and Disorders Second Language Acquisition and Learning

Abstract

Two studies of second graders at risk for reading disability, which were guided by levels of language and functional reading system theory, focused on reading comprehension in this population. In Study 1 (n = 96), confirmatory factor analysis of five comprehension measures loaded on one factor in both fall and spring of second grade. Phonological decoding predicted accuracy of real-word reading; automatic letter naming predicted rate of real-word reading; accuracy and rate of both real-word reading (more so than decoding of pseudowords) and text reading predicted reading comprehension; and Verbal IQ also predicted reading comprehension. In Study 2 (n = 98), the treatment group (before/after school clubs receiving an integrated instructional approach that was supplementary to the general reading program) improved significantly more in phonological decoding and state standards for reading fluency than the control group (general reading program that had some code instruction but emphasized comprehension). The rate of phonological decoding explained 60.3% of real-word reading. Both treatment and control children improved significantly in reading comprehension, but controlling for pretreatment individual differences in oral vocabulary or in phonological decoding eliminated this effect. Taken together, the results of the two studies support two paths to reading comprehension: one from vocabulary and verbal reasoning, and one from written language that has multiple links between subskills: (a) alphabetic principle --> phonological decoding, (b) automatic phonological decoding --> accurate real-word reading, (c) automatic letter coding ---> automatic word reading, and (d) automatic word reading --> fluent text reading. Instructional implications of both paths and the links within the written language are discussed.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 125 citations exist upstream.

References

1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 1998Comprehension: A Paradigm for Cognition 2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction 1988Learning to read and write: A longitudinal study of 54 children from first through fourth grades.2001Wechsler Individual Achievement Test 2008Test of Word Reading Efficiency 2003Fluency: A review of developmental and remedial practices.2001Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis

Cited by

2006Tier 1 and Tier 2 early intervention for handwriting and composing 2017Meta-analysis of targeted small-group reading interventions 2018How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia 2012Evidence‐Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.