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¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
Currency · newest study 2018 · checked against its sources 2026-10-23 (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? In the final model, reading comprehension was predicted by T2 decoding skills (β = .33), T1 decoding precursors (β = .31), T2 LLL skills (β = .39), and only marginally by T2 discourse skills (β = .11). → 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 · r3
Final longitudinal structural equation model (SEM 2) with 556 French first-graders, controlling for father's SES and home language, accounted for 82% of reading comprehension variance; LLL skills carried a coefficient similar in magnitude to decoding skills, while discourse skills were only "marginally" predictive.
"This new model (SEM 2, see Fig. 4) accounted for 82% of the variance in reading comprehension skills, which were predicted by T2 decoding skills (β = .33), T1 decoding precursors (β = .31), T2 LLL skills (β = .39), and marginally by T2 discourse skills (β = .11)."
Discussion¶
Learner Variables¶
- Communication Skills — predictor: learners who differ on it differ in outcomes
- Decoding — 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 — possibly the same claim (merge candidate)
- Oral language skills did not significantly and positively predict the development of decoding skills during French first grade — related
- 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 — 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
- 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
- T1 decoding precursors strongly predicted T2 decoding skills in French first-graders, explaining 75% of their variance — related
- Reading comprehension is only marginally explained by reading fluency, with no group-by-fluency interaction — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sem2-final-prediction-profile-reading-comprehension |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jessica-massonnié-2018 |
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