Reading comprehension variance is fully shared with listening comprehension and word reading¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? All of the variance in reading comprehension was shared with listening comprehension and word reading. → Christopher 2016

Evidence¶

Christopher 2016¶

Christopher, M. E., Keenan, J. M., Hulslander, J., DeFries, J. C., Miyake, A., Wadsworth, S. J., Willcutt, E., Pennington, B., & Olson, R. K. (2016). The Genetic and Environmental Etiologies of the Relations between Cognitive Skills and Components of Reading Ability. Journal of Experimental Psychology: General, 145(4), 451-466. https://doi.org/10.1037/xge0000146

q3 · i? · associational · r3

Hierarchical reading models showed that "all of the variance in reading comprehension was shared with listening comprehension and word reading".

"Interestingly, all of the variance in reading comprehension was shared with listening comprehension and word reading."

Discussion¶

Related Claims¶

• The relation between word reading and reading comprehension is largely invariant across age groups 8 to 10 and 11 to 16 — related
• Cromley and Azevedo's prompted strategy-use measure correlated .23–.74 with other measures and accounted for about 30% of comprehension variance on average — related
• Reading comprehension measure choice moderates findings on the word reading–comprehension relation: short-passage tests show age effects, long-passage tests do not — related
• Genetic influences drive the phenotypic correlations between cognitive skills and reading components — related
• Cognitive and reading skills share large amounts of genetic variance within domains — related
• Third-grade reading comprehension is predicted by third-grade word reading and listening comprehension, with no direct attention effect — related