作者
Hanne Næss Hjetland, Ellen Irén Brinchmann, Ronny Scherer, Monica Melby‐Lervåg
发表日期
2017
来源
Campbell Systematic Reviews
卷号
13
期号
1
页码范围
1-155
简介
This Campbell systematic review examines the relationships between skills in preschool and later reading comprehension. The review summarizes evidence from 64 longitudinal studies that have observed these relationships.
Code‐related skills in preschool (e.g., phoneme awareness and letter knowledge) are indirectly related to reading comprehension via word decoding. Linguistic comprehension is directly related to reading comprehension skills. Code‐related skills and linguistic comprehension were strongly related. Moreover, language comprehension was more important for reading comprehension in older readers than in younger readers.
Plain language summary
Preschool language skills are associated with better reading comprehension at school
The evidence suggests that successful instruction for reading comprehension should target a broad set of language skills.
The review in brief
A variety of …
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HN Hjetland, EI Brinchmann, R Scherer… - Campbell Systematic Reviews, 2017