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dc.date.accessioned2018-08-20T10:55:03Z
dc.date.available2018-08-20T10:55:03Z
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/10852/63230
dc.description.abstractThe overarching objective of this thesis is to examine how we best can predict, facilitate and support the development of reading comprehension. The three studies that make up this thesis are based on longitudinal and experimental data. The first study is a systematic review (meta-analysis) that includes 64 studies of preschool predictors of later reading comprehension ability. The results of this study showed that a large amount (59.7%) of the individual variance in reading comprehension is explained by early language ability and code-related skills (i.e., related to decoding). The second study is a 6-year longitudinal study in which 215 Norwegian children were followed annually from the age of 4 years to the age of 9 years. Using latent growth curve modelling, two pathways to reading comprehension were identified: language comprehension and decoding ability. Together these accounted for 99.7% of the variance in reading comprehension at age 7. In addition, language comprehension also predicted the students’ growth trajectories. The third study is a quasi-experimental study with third- and fourth-grade students who were poor readers. The students in the intervention group received an 10-week intervention that focused on word knowledge, while the students in the control group received the usual instruction. The students in the intervention group made significant improvements in their language and reading comprehension abilities as compared to the control group. A key finding is on the importance of a broad focus on language beginning at an early age and continuing until school age as early language skills were an important predictor of later reading comprehension ability in Study 1 and 2. In addition, as seen in Study 3, teaching third-and fourth-grade students knowledge of word forms and meanings supported the development of language comprehension and reading comprehension. Although we still do not know enough about the complexity of reading comprehension and the underlying components, deduced from the results in this thesis; language ability stands out as vital.en_US
dc.language.isoenen_US
dc.relation.haspartPaper I: Hjetland, H. N., Brinchmann, E. I., Scherer, R., & Melby-Lervåg, M. (submitted). Preschool predictors of later reading comprehension ability: A systematic review. Published in: Campbell Systematic Reviews. 2017, 14, 1-156. DOI: http://dx.doi.org/10.4073/csr.2017.14. The final version is available in DUO: http://hdl.handle.net/10852/59758
dc.relation.haspartPaper II: Hjetland, H. N., Lervåg, A., Lyster, S.-A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg. M. (submitted). Pathways to Reading Comprehension: A Longitudinal Study from 4 to 9 Years of Age. To be published. The paper is not available in DUO awaiting publishing.
dc.relation.haspartPaper III: Brinchmann, E. I., Hjetland, H. N., & Lyster, S.-A. H. (2016). Lexical Quality Matters: Effects of Word Knowledge Instruction on the Language and Literacy Skills of Third-and Fourth-Grade Poor Readers. Reading Research Quarterly, 51(2). 165- 180. doi: 10.1002/rrq.128. The published version is removed from the thesis in DUO due to publisher restrictions. An author version is available in DUO: http://hdl.handle.net/10852/47629
dc.relation.urihttp://hdl.handle.net/10852/59758
dc.relation.urihttp://hdl.handle.net/10852/47629
dc.titlePredicting and improving reading comprehension. A quantitative multimethod approachen_US
dc.typeDoctoral thesisen_US
dc.creator.authorHjetland, Hanne Næss
dc.identifier.urnURN:NBN:no-65790
dc.type.documentDoktoravhandlingen_US
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/63230/1/PhD-Hjetland-DUO.pdf


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