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Reading comprehension in a large cohort of French first graders from low socio-economic status families: a 7-month longitudinal study

Gentaz, Edouard ; Sprenger-Charolles, Liliane ; Theurel, Anne ; Colé, Pascale Penney, Trevor Bruce

PloS one, 2013-11, Vol.8 (11), p.e78608 [Periódico revisado por pares]

United States: Public Library of Science

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Título:
Reading comprehension in a large cohort of French first graders from low socio-economic status families: a 7-month longitudinal study
Autor: Gentaz, Edouard ; Sprenger-Charolles, Liliane ; Theurel, Anne ; Colé, Pascale
Penney, Trevor Bruce
Assuntos: Assessments ; Child ; Child, Preschool ; Children ; Children & youth ; Cognitive science ; Cognitive Sciences ; Comprehension ; Correlation analysis ; Decoding ; Developmental psychology ; Education ; Elementary school students ; Family ; Female ; France ; Humanities and Social Sciences ; Humans ; Intelligence Tests ; Language ; Life Sciences ; Listening comprehension ; Literacy ; Longitudinal Studies ; Low income groups ; Male ; Neurons and Cognition ; Orthography ; Preschool education ; Psychology ; Psychometrics ; Reading ; Reading comprehension ; Regression analysis ; Research methodology ; Skills ; Social Class ; Social classes ; Socioeconomic factors ; Socioeconomics ; Speech Perception - physiology ; Studies ; Transparency
É parte de: PloS one, 2013-11, Vol.8 (11), p.e78608
Notas: Competing Interests: The authors have declared that no competing interests exist.
Conceived and designed the experiments: EG LSC PC. Performed the experiments: EG AT. Analyzed the data: LSC AT. Contributed reagents/materials/analysis tools: LSC PC. Wrote the paper: EG LSC AT PC.
Descrição: The literature suggests that a complex relationship exists between the three main skills involved in reading comprehension (decoding, listening comprehension and vocabulary) and that this relationship depends on at least three other factors orthographic transparency, children's grade level and socioeconomic status (SES). This study investigated the relative contribution of the predictors of reading comprehension in a longitudinal design (from beginning to end of the first grade) in 394 French children from low SES families. Reading comprehension was measured at the end of the first grade using two tasks one with short utterances and one with a medium length narrative text. Accuracy in listening comprehension and vocabulary, and fluency of decoding skills, were measured at the beginning and end of the first grade. Accuracy in decoding skills was measured only at the beginning. Regression analyses showed that listening comprehension and decoding skills (accuracy and fluency) always significantly predicted reading comprehension. The contribution of decoding was greater when reading comprehension was assessed via the task using short utterances. Between the two assessments, the contribution of vocabulary, and of decoding skills especially, increased, while that of listening comprehension remained unchanged. These results challenge the 'simple view of reading'. They also have educational implications, since they show that it is possible to assess decoding and reading comprehension very early on in an orthography (i.e., French), which is less deep than the English one even in low SES children. These assessments, associated with those of listening comprehension and vocabulary, may allow early identification of children at risk for reading difficulty, and to set up early remedial training, which is the most effective, for them.
Editor: United States: Public Library of Science
Idioma: Inglês;Francês

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Reading comprehension in a large cohort of French first graders from low socio-economic status families: a 7-month longitudinal study

Gentaz, Edouard ; Sprenger-Charolles, Liliane ; Theurel, Anne ; Colé, Pascale Penney, Trevor Bruce

United States: Public Library of Science

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