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dc.date.accessioned2020-07-15T18:46:05Z
dc.date.created2020-03-18T10:59:05Z
dc.date.issued2020
dc.identifier.citationHjetland, 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.urihttp://hdl.handle.net/10852/77969
dc.description.abstractThe 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.languageEN
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.titlePreschool pathways to reading comprehension: A systematic meta-analytic review
dc.typeJournal article
dc.creator.authorHjetland, Hanne Næss
dc.creator.authorBrinchmann, Ellen Iren
dc.creator.authorScherer, Ronny
dc.creator.authorHulme, Charles
dc.creator.authorMelby-Lervåg, Monica
dc.date.embargoenddate2022-03-14
cristin.unitcode185,18,3,0
cristin.unitnameInstitutt for spesialpedagogikk
cristin.ispublishedfalse
cristin.fulltextpostprint
cristin.qualitycode1
dc.identifier.cristin1802186
dc.identifier.bibliographiccitationinfo: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.jtitleEducational Research Review
dc.identifier.volume30
dc.identifier.doihttps://doi.org/10.1016/j.edurev.2020.100323
dc.identifier.urnURN:NBN:no-81063
dc.type.documentTidsskriftartikkel
dc.type.peerreviewedPeer reviewed
dc.source.issn1747-938X
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/77969/2/Hjetland-et-al-2020.pdf
dc.type.versionAcceptedVersion
cristin.articleid100323


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Attribution-NonCommercial-NoDerivatives 4.0 International
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