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¶
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 SEM 1, T2 decoding skills and T2 lower level language skills predicted T2 reading comprehension (β = .58 and β = .46), while T2 discourse skills did not. → 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
Structural equation model (SEM 1) on 556 French first-graders predicted end-of-year reading comprehension from T2 decoding skills, T2 LLL skills and T2 discourse skills, with father's SES and home language as covariates; the model explained 81% of reading comprehension variance, and "T2 discourse skills" was not a significant predictor.
"T2 decoding skills and T2 lower level language skills, but not T2 discourse skills predicted T2 reading comprehension (β = .58 and β = .46, respectively). The model explained 81% of its variance."
Discussion¶
Learner Variables¶
- Communication Skills — predictor: learners who differ on it differ in outcomes
- 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¶
- Oral language skills did not significantly and positively predict the development of decoding skills during French first grade — 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
t2-decoding-and-lll-predict-reading-comprehension |
title |
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 |
description |
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 |
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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