A Longitudinal Investigation of the Social, Cognitive and Social Cognitive Predictors of Reading Comprehension

Hdl Handle:
http://hdl.handle.net/10142/608675
Title:
A Longitudinal Investigation of the Social, Cognitive and Social Cognitive Predictors of Reading Comprehension
Authors:
Atkinson, Lynette
Abstract:
This thesis reports a longitudinal investigation of social, cognitive and social cognitive predictors of early reading comprehension in a sample of 98 typically developing children. Children were aged three at the beginning of the study and, importantly, they were all non-­‐readers and had not experienced formal literacy instruction. Children’s progress in literacy-­‐related development was reassessed over the following 28 months. Reading comprehension was assessed at the final time point, when children were six years old. The first study investigated the influence of children’s home literacy environment (HLE) on their cognitive pre-­‐reading abilities at three years, and on their emergent literacy skills at five years. The second study considered the Simple View of Reading (SVR) to examine direct and indirect predictive pathways from children’s preschool cognitive abilities to reading comprehension skills at the age of six. Thirdly, the role of theory of mind was explored to determine whether it contributed to reading comprehension over and above the SVR framework. The final study examined the retrospective and concurrent profiles of children identified at six years as poor and good comprehenders. Results showed that children’s preschool HLE experiences, and early cognitive abilities at three years, both directly and indirectly related to later reading comprehension at six years old. The SVR was extended to a younger population; children’s reading comprehension was underpinned by two separate sets of preschool cognitive skills (code-­‐related and oral language) contributing to two predictive pathways to later reading comprehension, suggesting that both word reading and oral language skills are equally crucial for the acquisition of reading comprehension. Additionally, early theory of mind (potentially indexing metacognition) contributed to reading comprehension over and above the two components of the SVR, suggesting that the SVR may be too simple to fully account for emergent reading comprehension. The cognitive profiles of poor and good comprehenders added further evidence to suggest that preschool abilities may be important predictors of later reading comprehension skills. The findings of this research have important practical implications, not only for the early identification of children who are at risk for future reading comprehension difficulties, but also for informing early years literacy instruction and future targeted interventions.
Advisors:
Powell, Daisy; Slade, Lance; Levy, Joseph
Publisher:
Roehampton University
Issue Date:
2014
URI:
http://hdl.handle.net/10142/608675
Type:
Thesis or dissertation
Language:
en
Appears in Collections:
PhD Theses

Full metadata record

DC FieldValue Language
dc.contributor.advisorPowell, Daisyen
dc.contributor.advisorSlade, Lanceen
dc.contributor.advisorLevy, Josephen
dc.contributor.authorAtkinson, Lynetteen
dc.date.accessioned2016-05-09T11:15:45Zen
dc.date.available2016-05-09T11:15:45Zen
dc.date.issued2014en
dc.identifier.urihttp://hdl.handle.net/10142/608675en
dc.description.abstractThis thesis reports a longitudinal investigation of social, cognitive and social cognitive predictors of early reading comprehension in a sample of 98 typically developing children. Children were aged three at the beginning of the study and, importantly, they were all non-­‐readers and had not experienced formal literacy instruction. Children’s progress in literacy-­‐related development was reassessed over the following 28 months. Reading comprehension was assessed at the final time point, when children were six years old. The first study investigated the influence of children’s home literacy environment (HLE) on their cognitive pre-­‐reading abilities at three years, and on their emergent literacy skills at five years. The second study considered the Simple View of Reading (SVR) to examine direct and indirect predictive pathways from children’s preschool cognitive abilities to reading comprehension skills at the age of six. Thirdly, the role of theory of mind was explored to determine whether it contributed to reading comprehension over and above the SVR framework. The final study examined the retrospective and concurrent profiles of children identified at six years as poor and good comprehenders. Results showed that children’s preschool HLE experiences, and early cognitive abilities at three years, both directly and indirectly related to later reading comprehension at six years old. The SVR was extended to a younger population; children’s reading comprehension was underpinned by two separate sets of preschool cognitive skills (code-­‐related and oral language) contributing to two predictive pathways to later reading comprehension, suggesting that both word reading and oral language skills are equally crucial for the acquisition of reading comprehension. Additionally, early theory of mind (potentially indexing metacognition) contributed to reading comprehension over and above the two components of the SVR, suggesting that the SVR may be too simple to fully account for emergent reading comprehension. The cognitive profiles of poor and good comprehenders added further evidence to suggest that preschool abilities may be important predictors of later reading comprehension skills. The findings of this research have important practical implications, not only for the early identification of children who are at risk for future reading comprehension difficulties, but also for informing early years literacy instruction and future targeted interventions.en
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dc.description.provenanceApproved for entry into archive by Anne Pietsch (a.pietsch@roehampton.ac.uk) on 2016-05-09T11:15:45Z (GMT) No. of bitstreams: 1 Atkinson Lynette.pdf: 8286589 bytes, checksum: 0127753d54285e1d4e032751020e3497 (MD5)en
dc.description.provenanceMade available in DSpace on 2016-05-09T11:15:45Z (GMT). No. of bitstreams: 1 Atkinson Lynette.pdf: 8286589 bytes, checksum: 0127753d54285e1d4e032751020e3497 (MD5) Previous issue date: 2014en
dc.language.isoenen
dc.publisherRoehampton Universityen
dc.titleA Longitudinal Investigation of the Social, Cognitive and Social Cognitive Predictors of Reading Comprehensionen
dc.typeThesis or dissertationen
dc.publisher.departmentDepartment of Psychologyen
dc.type.qualificationnamePhDen
dc.type.qualificationlevelDoctoralen
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