The Role of Home Literacy Environment, Mentalizing, Expressive Verbal Ability, and Print Exposure in Third and Fourth Graders’ Reading Comprehension

Figures & data

Figure 1. Hypothesized full model. Note. Sex, age, and school are included as covariates. HLE = home literacy environment.

Table 1. Descriptive statistics and correlations for the variables of interest.

	M	SD	1	2	3	4	5
Home literacy environment	−.02	.86	—
Print exposure (BCRT)	14.67	3.97	.35**	—
Mentalizing ability (SST)	9.98	2.85	.26**	.30**	—
Expressive verbal ability (RAKIT)	68.27	14.19	.26**	.15	.18	—
Reading comprehension (standard reading comprehension test)	28.44	13.87	.37**	.34**	.29**	.24*	—

Note. BCRT = Book Cover Recognition Test; SST = Strange Stories Test; RAKIT = Revised Amsterdam Children’s Intelligence Test.

*p < .05. **p < .01.

Figure 2. Final model, including the standardized estimates of the variables predicting children’s reading comprehension. Note. Sex, age, and school are included as covariates. HLE = home literacy environment. *p < .05. **p < .01. ***p ≤ .001.