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Predictors of Reading Comprehension

Title: Predictors of Reading Comprehension: A Model-Based Meta-analytic Review.
Name(s): Quinn, Jamie Marie, author
Wagner, Richard K., professor directing dissertation
Kim, Young-Suk, 1970-, university representative
Schatschneider, Christopher, committee member
Hart, Sara, committee member
Taylor, Jeanette E., committee member
Florida State University, degree granting institution
College of Arts and Sciences, degree granting college
Department of Psychology, degree granting department
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2016
Publisher: Florida State University
Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource (79 pages)
Language(s): English
Abstract/Description: The present study investigated the meta-relations among common components of reading comprehension. The Simple View of Reading (SVR, Hoover & Gough, 1990) posits that reading comprehension is the sum or product of linguistic comprehension and decoding. The meta- analysis presented here investigated extending the SVR using a two-stage correlational meta- analytic structural equation modeling (SEM) approach with added additional components of working memory, background knowledge, and reasoning and inference. A comprehensive literature search using terms related to reading comprehension and the hypothesized predictors produced a total of k = 155 included studies. Results of an expanded SVR model run on the full sample (n = 1,205,581) showed that none of the hypothesized added predictors accounted for additional variance beyond that accounted for by the SVR components of decoding and linguistic comprehension. Age was then considered as a moderator in these analyses. The correlation matrices were dichotomized into a younger (age < 11 years) and older cohort (age >= 11 years). The SVR model fit the data well for both the younger cohort and the older cohort. Whereby both decoding and linguistic comprehension were important in earlier grades, once decoding was fluent, only linguistic comprehension was a significant predictor of reading comprehension for later grades. Neither working memory, background knowledge, nor reasoning and inference made significant contributions to reading comprehension in the older cohort. For the younger cohort, reasoning and inference was a statistically significant predictor of individual differences in reading comprehension but the additional variance accounted for was trivial. The models accounted for approximately 60% of the variance in reading comprehension. Results are presented in the context of the development of reading ability in the early elementary years and implications for policy and practice are discussed.
Identifier: FSU_2016SU_Quinn_fsu_0071E_13315 (IID)
Submitted Note: A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Summer Semester 2016.
Date of Defense: June 2, 2016.
Keywords: meta-analysis, reading comprehension, reading development
Bibliography Note: Includes bibliographical references.
Advisory Committee: Richard K. Wagner, Professor Directing Dissertation; Young-Suk Grace Kim, University Representative; Christopher Schatschneider, Committee Member; Sara A. Hart, Committee Member; Jeanette Taylor, Committee Member.
Subject(s): Developmental psychology
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Host Institution: FSU

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Quinn, J. M. (2016). Predictors of Reading Comprehension: A Model-Based Meta-analytic Review. Retrieved from