dc.date.accessioned | 2020-07-15T18:46:05Z | |
dc.date.available | 2022-03-14T23:45:42Z | |
dc.date.created | 2020-03-18T10:59:05Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | Hjetland, Hanne Næss Brinchmann, Ellen Iren Scherer, Ronny Hulme, Charles Melby-Lervåg, Monica . Preschool pathways to reading comprehension: A systematic meta-analytic review. Educational Research Review. 2020 | |
dc.identifier.uri | http://hdl.handle.net/10852/77969 | |
dc.description.abstract | The ability to construct meaning from texts is the core of reading. We report a meta-analysis and a systematic review of 64 longitudinal studies tracing the development of reading comprehension from preschool. Previous research showed that linguistic comprehension and code-related abilities in preschool correlate moderately with reading comprehension, but the results across studies are inconsistent. Meta-analytic structural equation modelling showed two distinct but related pathways from preschool linguistic comprehension abilities to reading comprehension in school. One pathway consists of code-related skills (letter knowledge and phonological awareness), and it affects reading comprehension through word recognition. A second pathway consists of linguistic comprehension skills (vocabulary and grammar), and it has a direct influence on reading comprehension. Early interventions to facilitate language development appear to provide a promising approach to facilitate the later development of reading comprehension skills. | |
dc.language | EN | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.title | Preschool pathways to reading comprehension: A systematic meta-analytic review | |
dc.type | Journal article | |
dc.creator.author | Hjetland, Hanne Næss | |
dc.creator.author | Brinchmann, Ellen Iren | |
dc.creator.author | Scherer, Ronny | |
dc.creator.author | Hulme, Charles | |
dc.creator.author | Melby-Lervåg, Monica | |
cristin.unitcode | 185,18,3,0 | |
cristin.unitname | Institutt for spesialpedagogikk | |
cristin.ispublished | false | |
cristin.fulltext | postprint | |
cristin.qualitycode | 1 | |
dc.identifier.cristin | 1802186 | |
dc.identifier.bibliographiccitation | info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Educational Research Review&rft.volume=&rft.spage=&rft.date=2020 | |
dc.identifier.jtitle | Educational Research Review | |
dc.identifier.volume | 30 | |
dc.identifier.doi | https://doi.org/10.1016/j.edurev.2020.100323 | |
dc.identifier.urn | URN:NBN:no-81063 | |
dc.type.document | Tidsskriftartikkel | |
dc.type.peerreviewed | Peer reviewed | |
dc.source.issn | 1747-938X | |
dc.identifier.fulltext | Fulltext https://www.duo.uio.no/bitstream/handle/10852/77969/2/Hjetland-et-al-2020.pdf | |
dc.type.version | AcceptedVersion | |
cristin.articleid | 100323 | |