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Title: Developmental relations between reading comprehension and reading strategies
Author(s): Muijselaar, M.M.L. ; Swart, N.M. ; Steenbeek-Planting, E.G. ; Droop, W. ; Verhoeven, L.T.W. ; Jong, P.F. de
Publication year: 2017
Source: Scientific Studies of Reading, vol. 21, iss. 3, (2017), pp. 194-209
Number of Pages: 16 p.
ISSN: 1088-8438
DOI: https://doi.org/10.1080/10888438.2017.1278763
Publication type: Article / Letter to editor

Please use this identifier to cite or link to this item : http://hdl.handle.net/2066/169370   http://hdl.handle.net/2066/169370

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Subject: Cognitive artificial intelligence
DI-BCB_DCC_Theme 4: Brain Networks and Neuronal Communication
Learning and Plasticity
Organization: SW OZ BSI OLO
SW OZ DCC KI
Journal title:
Scientific Studies of Reading
Volume: vol. 21
Issue: iss. 3
Page start: p. 194
Page end: p. 209
Abstract:
We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural equation model was constructed to estimate the unique relations between reading strategies and reading comprehension, while controlling for reading fluency, vocabulary, and working memory. The results showed that there was a unique effect of reading strategies on reading comprehension, and also of reading comprehension on reading strategies.
Languages used: English (eng)

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