The direct effect of T1 decoding precursors on T2 reading comprehension held only when phonemic awareness and letter knowledge were both included, while RAN strengthened the prediction of decoding skills¶

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? Alternative precursor-combination models showed the direct effect on reading comprehension only held for the phonemic awareness plus letter knowledge combination, and including RAN strengthened prediction of T2 decoding skills. → 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

Alternative SEMs on the same 556 French first-graders computed every two-precursor combination (Table 3); with phonemic awareness and letter knowledge but no RAN, prediction of T2 decoding skills was weaker (β = .49) than with RAN included (β = .9 or .91).

"First, the unique combination of phonemic awareness and letter knowledge seemed to explain the direct effect from T1 decoding precursors to T2 reading comprehension. Secondly, the inclusion of RAN in the decoding precursor factor strengthened the prediction of T2 decoding skills."

Discussion¶

Learner Variables¶

• Alphabet Knowledge and Print Awareness — predictor: learners who differ on it differ in outcomes
• Processing Speed — predictor: learners who differ on it differ in outcomes

Related Claims¶

• In French first-graders, T1 decoding precursors directly predicted T2 reading comprehension above their contribution through decoding skills — a broader claim this one bears on
• 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
• 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