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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? At T1, confirmatory factor analyses showed a three-factor model (decoding precursors, LLL skills, discourse skills) fit significantly better than a model grouping LLL and discourse skills together. → Jessica Massonnié 2018 q3 i? At T2, the three-factor model fit significantly better than a two-factor model dissociating only decoding from oral language skills. → Jessica Massonnié 2018 (2)

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

Confirmatory factorial analysis at T1 (September–November 2014) with 556 French first-grade pupils compared Model A (three factors) against a model grouping LLL and discourse skills; Model A fit significantly better (Δ χ2(2) = 46.6, p < .001), with "a good fit to the data".

"This model yielded a good fit to the data (χ2(24) = 67.64, p < .001; CFI = .95; TLI = .93, SRMR = .04; RMSEA = .06, 90% confidence interval [.04, .07])."

Jessica Massonnié 2018 (2)¶

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

Confirmatory factorial analysis at T2 (May–June 2015) showed the three-factor Model C (χ2(24) = 41.12; CFI = .99; RMSEA = .04) had "significantly better fit" than the two-factor alternative, replicating the T1 result at the end of first grade.

"This model had significantly better fit (Δ χ2(2) = 48.33, p < .001) than a two-factor model only dissociating decoding skills from oral language skills"

Discussion¶

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
• 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
• 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
• T1 decoding precursors strongly predicted T2 decoding skills in French first-graders, explaining 75% of their variance — related
• In French first-graders, T1 decoding precursors directly predicted T2 reading comprehension above their contribution through decoding skills — related
• A general oral language factor comprising syntax and vocabulary indicators significantly predicts reading comprehension in all grades 4–10, in models whose latent factors together account for 72%–99% of its variance — related