Third-grade reading comprehension is predicted by third-grade word reading and listening comprehension, with no direct attention effect¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2014 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Grade 3 reading comprehension was significantly predicted by grade 3 sight word reading and grade 3 listening comprehension, with no significant direct effect of pre-treatment attention. → Miller Amanda C. 2014
Evidence¶
Miller Amanda C. 2014¶
Miller Amanda C., Fuchs Douglas, Fuchs Lynn S., Compton Donald L., Kearns Devin, Zhang Wenjuan, Yen Loulee, Patton Samuel, Kirchner Danielle. (2014). Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers. Journal of Research on Educational Effectiveness, 7(3), 232-249. https://doi.org/10.1080/19345747.2014.906691
q3 · i? · associational · r2
Path analysis results for grade 3 outcomes among 110 at-risk readers followed to spring of grade 3. Both Simple View components predicted comprehension; attention's effect on comprehension was fully indirect. No standardized effect size printed.
"Grade 3 reading comprehension was predicted by grade 3 sight word reading (CI = .06 to .32) and grade 3 listening comprehension (CI = .05 to .82). There was not a significant direct effect of pre-treatment attention on grade 3 reading comprehension."
Discussion¶
Learner Variables¶
- Decoding — predictor: learners who differ on it differ in outcomes
- Oral Language — predictor: learners who differ on it differ in outcomes
- Reading and Language — predictor: learners who differ on it differ in outcomes
Related Claims¶
- In an observational path model of at-risk readers, first-grade attention had no significant direct path to third-grade reading comprehension but a significant indirect path through word reading, not listening comprehension — related
- Teacher-rated attention does not significantly predict first-grade listening comprehension growth among at-risk readers — related
- Teacher-rated behavioral attention significantly predicts first-grade word reading growth among at-risk readers receiving intensive one-on-one intervention, controlling for literacy, language, cognitive, and behavioral covariates — related
- Attention is more strongly associated with reading and cognitive measures than hyperactivity, which correlates mainly with phonemic decoding and memory — related
- Reading comprehension variance is fully shared with listening comprehension and word reading — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
grade3-comprehension-predicted-by-word-reading-and-listening |
title |
Third-grade reading comprehension is predicted by third-grade word reading and listening comprehension, with no direct attention effect |
description |
Third-grade reading comprehension is predicted by third-grade word reading and listening comprehension, with no direct attention effect |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
source_checked |
2026-10-17 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — miller-amanda-c-2014 |
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