Oral language skills did not significantly and positively predict the development of decoding skills during French first grade¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Models testing a prediction from T1 oral language skills (LLL and discourse) to T2 decoding skills did not converge or showed no significant positive prediction, supporting the independency of the SVR components. → Jessica Massonnié 2018

Evidence¶

Jessica Massonnié 2018¶

Jessica Massonnié, Maryse Bianco, Laurent Lima, Pascal Bressoux. (2018). Longitudinal predictors of reading comprehension in French at first grade: Unpacking the oral comprehension component of the simple view. https://doi.org/10.1016/j.learninstruc.2018.01.005

q3 · i? · associational · r2

In the longitudinal SEM with 556 French first-graders, adding paths from T1 LLL and discourse skills to T2 decoding skills resulted in no convergence; an alternative single oral language factor model had lower fit and revealed a negative prediction, so the authors concluded there was "no significant and positive prediction from oral language skills to decoding skills".

"However, they indicate that, in the present data, there was no significant and positive prediction from oral language skills to decoding skills, during the course of first grade, for French pupils."

Discussion¶

Learner Variables¶

• Communication Skills — predictor: learners who differ on it differ in outcomes
• Oral Language — predictor: learners who differ on it differ in outcomes

Related Claims¶

• T1 decoding precursors strongly predicted T2 decoding skills in French first-graders, explaining 75% of their variance — related
• End-of-first-grade reading comprehension in French pupils was predicted by T1 decoding precursors, T2 decoding skills and T2 LLL skills, with only marginal contribution of T2 discourse skills — related
• At the end of French first grade, T2 decoding skills and T2 lower level language skills predicted reading comprehension, but T2 discourse skills did not — related
• In French first-graders, a three-factor structure distinguishing lower level language skills from discourse skills fits better than a two-factor oral language structure at both the beginning and end of first grade — related