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Preschool pathways to reading comprehension : A systematic meta-analytic review
Hjetland, Hanne Næss Brinchmann, Ellen Iren Scherer, Ronny Hulme, Charles Melby-Lervåg, Monica
Hjetland, Hanne Næss
Brinchmann, Ellen Iren
Scherer, Ronny
Hulme, Charles
Melby-Lervåg, Monica
Abstract
The ability to construct meaning from texts is the core of reading. We report a meta-analysis and a systematic review of 64 longitudinal studies tracing the development of reading comprehension from preschool. Previous research showed that linguistic comprehension and code-related abilities in preschool correlate moderately with reading comprehension, but the results across studies are inconsistent. Meta-analytic structural equation modelling showed two distinct but related pathways from preschool linguistic comprehension abilities to reading comprehension in school. One pathway consists of code-related skills (letter knowledge and phonological awareness), and it affects reading comprehension through word recognition. A second pathway consists of linguistic comprehension skills (vocabulary and grammar), and it has a direct influence on reading comprehension. Early interventions to facilitate language development appear to provide a promising approach to facilitate the later development of reading comprehension skills.
Keywords
reading comprehension, language development, longitudinal study designs, meta-analysis, systematic review
Date
2020
Type
Journal article
Journal
Educational Research Review
Book
Volume
30
Issue
Page Range
1-23
Article Number
Article 100323
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled