Individual Differences in Fifth Graders’ Literacy and Academic Language Predict Comprehension Monitoring Development: An Eye-Movement Study

REFERENCES

• Arrington, C. N., Kulesz, P. A., Francis, D. J., Fletcher, J. M., & Barnes, M. A. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18, 325–346. doi:10.1080/10888438.2014.902461
   PubMed Web of Science ®Google Scholar
• Baayen, R. H., Piepenbrock, R., & van Rijn, H. (1993). The CELEX lexical database [CD-ROM]. Philadelphia, PA: University of Pennsylvania.
   Google Scholar
• Baumann, J. F., Seifert-Kessell, N., & Jones, L. A. (1992). Effect of think-aloud instruction on elementary students’ comprehension monitoring abilities. Journal of Literacy Research, 24, 143–172. doi:10.1080/10862969209547770
   Web of Science ®Google Scholar
• Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31–42.
   Web of Science ®Google Scholar
• Chall, J. S. (1967). Learning to read: The great debate. New York, NY: McGraw-Hill.
   Google Scholar
• Common Core State Standards Initiative. (2010). Common Core State Standards for Mathematics. Retrieved from http://www.corestandards.org/assets/CCSSI_Math Standards.pdf
   Google Scholar
• Connor, C. M. (2013). Intervening to support reading comprehension development with diverse learners. In B. Miller & L. E. Cutting (Eds.), Unraveling the behavioral, neurobiological and genetic components of reading comprehension: The Dyslexia Foundation and NICHD (pp. 222–232). Baltimore, MD: Brookes.
   Google Scholar
• Connor, C. M., & Morrison, F. J. (2012). Knowledge acquisition in the classroom: Literacy and content area knowledge In A. M. Pinkham, T. Kaefer, & S. B. Neuman (Eds.), Knowledge development in early childhood: Sources of learning and classroom implications (pp. 220–241). New York, NY: Guilford.
   Google Scholar
• Connor, C. M., Morrison, F. J., Fishman, B., Ponitz, C. C., Glasney, S., Underwood, P. … , Schatschneider, C. (2009). The ISI classroom observation system: Examining the literacy instruction provided to individual students. Educational Researcher, 38, 85–99.
   Web of Science ®Google Scholar
• Connor, C. M., Morrison, F. J., Schatschneider, C., Toste, J., Lundblom, E. G., Crowe, E., & Fishman, B. (2011). Effective classroom instruction: Implications of child characteristic by instruction interactions on first graders’ word reading achievement. Journal for Research on Educational Effectiveness, 4, 173–207.
   PubMed Web of Science ®Google Scholar
• Connor, C. M., Phillips, B., Kaschak, M., Apel, K., Kim, Y.-S., Otaiba, S., … Lonigan, C. (2014). Comprehension tools for teachers: Reading for understanding from prekindergarten through fourth grade. Educational Psychology Review. Advance online publication. doi:10.1007/s10648-014-9267-1
   Web of Science ®Google Scholar
• Connor, C. M., Piasta, S. B., Fishman, B., Glasney, S., Schatschneider, C., Crowe, E., … Morrison, F. J. (2009). Individualizing student instruction precisely: Effects of child by instruction interactions on first graders’ literacy development. Child Development, 80, 77–100.
   PubMed Web of Science ®Google Scholar
• Dickinson, D. K., Anastasopoulos, L., McCabe, A., Peisner-Feinberg, E. S., & Poe, M. D. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational Psychology, 95, 465–481.
   Web of Science ®Google Scholar
• Garner, R., & Reis, R. (1981). Monitoring and resolving comprehension obstacles: An investigation of spontaneous text lookbacks among upper-grade good and poor comprehenders. Reading Research Quarterly, 16, 569–582. doi:10.2307/747316
   Web of Science ®Google Scholar
• Garrett, A. J., Mazzocco, M. M. M., & Baker, L. (2006). Development of the metacognitive skills of prediction and evaluation in children with or without math disability. Learning Disabilities Research & Practice, 21, 77–88. doi:10.1111/j.1540-5826.2006.00208.x
   PubMedGoogle Scholar
• Grammer, J. K., Carrasco, M., Gehring, W. J., & Morrison, F. J. (2014). Age-related changes in error processing in young children: A school-based intervention. Developmental Cognitive Neuroscience, 9, 93–105.
   PubMedGoogle Scholar
• Guo, Y., Sun, S., Breit-Smith, A., Morrison, F. J., & Connor, C. M. (in press). Behavioral engagement and reading achievement in elementary-school aged children: A longitudinal cross-lagged analysis. Journal of Educational Psychology.
   Google Scholar
• Guthrie, J. T., Anderson, E., Aloa, S., & Rinehart, J. (1999). Influences of concept-oriented reading instruction on strategy use and conceptual learning from text. The Elementary School Journal, 99, 343–366.
   Web of Science ®Google Scholar
• Guthrie, J. T., McRae, A., Coddington, C. S., Lutz Klauda, S., Wigfield, A., & Barbosa, P. (2009). Impacts of comprehensive reading instruction on diverse outcomes of low- and high-achieving readers. Journal of Learning Disabilities, 42, 195–214. doi:10.1177/0022219408331039
   PubMed Web of Science ®Google Scholar
• Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2, 127–160.
   Web of Science ®Google Scholar
• Hoyle, R. H. (Ed.). (1995). Structural equation modeling: Concepts, issues, and applications. Thousand Oaks, CA: Sage.
   Google Scholar
• Inhoff, A. W., & Radach, R. (1998). Definition and computation of oculomotor measures in the study of congitive processes. In G. Underwood (Ed.), Eye guidance in rading and scene perception (pp. 29–54). Oxford, UK: Elsevier.
   Google Scholar
• Joseph, H. S. S. L., Liversedge, S. P., Blythe, H. I., White, S. J., Gathercole, S. E., & Rayner, K. (2008). Children’s and adults processing of analomaly and implausibility during reading: evidence from eye movements. Journal of Experimental Psychology, 61, 708–723.
   Google Scholar
• Kim, Y.-S., & Phillips, B. (2014). Cognitive correlates of listening comprehension. Reading Research Quarterly, 49, 269–281. doi:10.1002/rrq.74
   Web of Science ®Google Scholar
• Kinnunen, R., & Vauras, M. (1995). Comprehension monitoring and the level of comprehension in high- and low-achieving primary school children’s reading. Learning and Instruction, 5, 143–165. doi:10.1016/0959-4752(95)00009-R
   Google Scholar
• Kinnunen, R., & Vauras, M. (2010). Tracking online metacognition: Monitoring and regulating comprehension in reading. In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 209–258). New York, NY: Spring.
   Google Scholar
• Kline, R. B. (1998). Principles and practice of structural equation modeling. New York, NY: Guilford.
   Google Scholar
• Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers’ reading comprehension performance. Learning and Individual Differences, 21, 124–128. doi:10.1016/j.lindif.2010.09.011
   Web of Science ®Google Scholar
• MacGinitie, W. H., MacGinitie, R. K., Maria, K., & Dreyer, L. G. (2002). Gates-MacGinitie Reading Tests, Fourth Edition Technical Report for Forms S & T. Itasca, IL: Riverside.
   Google Scholar
• McConkie, G. W., Zola, D., Grimes, J., Kerr, P. W., Bryant, N. R., & Wolff, P. M. (1991). Children’s eye movements during reading. Vision and visual dyslexia. London, UK: Macmillan
   Google Scholar
• Mehta, P. D., Foorman, B. R., Branum-Martin, L., & Taylor, W. P. (2005). Literacy as a unidimensional multilevel construct: Validation, sources of influence, and implications in a longitudinal study in Grades 1 to 4. Scientific Studies of Reading, 9, 85–116.
   Web of Science ®Google Scholar
• Meyers, J., Lytle, S., Palladino, D., Devenpeck, G., & Green, M. (1990). Think-aloud protocol analysis: An investigation of reading comprehension strategies in fourth-and fifth-grade students. Journal of Psychoeducational Assessment, 8, 112–127. doi:10.1177/073428299000800201
   Web of Science ®Google Scholar
• Morrison, F. J., Grammer, J., Kim, M., & Gehring, W. (2014 , February). Executive function in the transistion to school: Integrating brain and behavior. Paper presented at the Pacific Coast Research Conference, San Diego, CA.
   Google Scholar
• National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington DC: National Institute for Literacy and the National Center for Family Literacy.
   Google Scholar
• National Institute of Child Health and Human Development. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (National Institute of Child Health and Human Development, National Reading Panel report). Washington, DC: U.S. Department of Health and Human Services, Public Health Service, National Institutes of Health, National Institute of Child Health and Human Development.
   Google Scholar
• Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16, 91–121. doi:10.1080/10888438.2010.529219
   Web of Science ®Google Scholar
• Oakhill, J., Hartt, J., & Samols, D. (2005). Levels of comprehension monitoring and working memory in good and poor comprehenders. Reading and Writing: An Interdisciplinary Journal, 18, 657–686.
   Google Scholar
• Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667–686.
   Web of Science ®Google Scholar
• Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. In D. H. Schunk & J. L. Meece (Eds.), Students perceptions in the classroom (pp. 149–183). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Radach, R., & Kennedy, A. (2004). Theoretical perspectives on eye movements in reading. Past controversies, current deficits and an agenda for future research. European Journal of Cognitive Psychology, 16, 3–26.
   Web of Science ®Google Scholar
• Radach, R., & Kennedy, A. (2013). Eye movements in reading: Some theoretical context. Quarterly Journal of Experimental Psychology, 66, 4429–4452.
   Google Scholar
• Radach, R., Schmitten, C., Glover, L., & Huestegge, L. (2009). How children read for comprehension: Eye movements in developing readers. In R. K. Wagner, C. Schatschneider, & C. Phythian-Sence (Eds.), Beyond decoding: The biological and behavioral foundations of reading comprehension (pp. 75–106). New York, NY: Guilford.
   Google Scholar
• Rapp, D. N., & van den Broek, P. (2005). Dynamic text comprehension: an integrative view of reading. Current Directions in Psychological Science, 14, 276–279.
   Web of Science ®Google Scholar
• Rapp, D. N., van den Broek, P., McMaster, K., Kendeou, P., & Espin, C. A. (2007). Higher-order comprehension processes in struggling readers: A perspective for research and intervention. Scientific Studies of Reading, 11, 389–312.
   Web of Science ®Google Scholar
• Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124, 372–422.
   PubMed Web of Science ®Google Scholar
• Rayner, K. (2009). The Thirty Fifth Sir Frederick Bartlett Lecture: Eye movements and attention during reading, scene perception, and visual search. Quarterly Journal of Experimental Psychology, 62, 1457–1506.
   PubMed Web of Science ®Google Scholar
• Rayner, K., Chace, K. H., Slattery, T. J., & Ashby, J. (2006). Eye movments as reflections of comprehension processes in reading. Scientific Studies of Reading, 10, 241–255.
   Web of Science ®Google Scholar
• Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2, 31–74.
   Web of Science ®Google Scholar
• Rayner, K., Warren, T., Juhasz, B. J., & Liversedge, S. P. (2004). The effect of plausibility on eye movements in reading. Journal of Experimental Psychology: Learning, Memory and Cognition, 30, 1290–1301.
   PubMed Web of Science ®Google Scholar
• Reingold, E. M., Reichle, E. D., Glaholt, M. G., & Sheridan, H. (2012). Direct lexical control of eye movements in reading: Evidence from a survival analysis of fixation durations. Cognitive Psychology, 65, 177–206.
   PubMed Web of Science ®Google Scholar
• Savage, R. (2006). Reading comprehension is not always the product of nonsense word decoding and linguistic comprehension: Evidence from teenagers who are extremely poor readers. Scientific Studies of Reading, 10, 143–164. doi:10.1207/s1532799xssr1002_2
   Web of Science ®Google Scholar
• Shankweiler, D., Lundquist, E., Katz, L., Stuebing, K. K., Fletcher, J. M., Brady, S., … Shaywitz, B. A. (1999). Comprehension and decoding: Patterns of association in children with reading difficulties. Scientific Studies of Reading, 3, 69–94. doi:10.1207/s1532799xssr0301_4
   Google Scholar
• Snow, C. E. (2001). Reading for understanding. Santa Monica, CA: RAND Education and the Science and Technology Policy Institute.
   Google Scholar
• Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328, 450–452. doi:10.1126/science.1182597
   PubMed Web of Science ®Google Scholar
• Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
   Google Scholar
• Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934–947.
   PubMed Web of Science ®Google Scholar
• Tang, S., Reilly, R. G., & Vorstius, C. (2011). EyeMap: a software system for visualizing and analyzing eye movement data in reading. Behavioral Research Methods, 44, 420–438.
   Web of Science ®Google Scholar
• Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7–26.
   Web of Science ®Google Scholar
• van den Broek, P., Risden, K., Fletcher, C. R., & Thorlow, R. (1996). A “landscape view” of reading: fluctuating patterns of activation and the construction of a stable memory representation. In B. K. Brtitton & A. C. Graesser (Eds.), Models of understanding text (pp. 165–187). Mahwah, NJ: Erlbaum.
   Google Scholar
• van den Broek, P., White, M. J., Kendeou, P., & Carlson, S. (2009). Reading between the lines: Developmental and individual differences in cognitive processes in reading comprehension. In R. K. Wagner, C. Schatschneider, & Phythian-Sence (Eds.), Beyond decoding: The behavioral and biological foundations of reading comprehension (pp. 107–123). New York, NY: Guilford.
   Google Scholar
• van der Schoot, M., Reijntjes, A., & van Lieshout, E. D. M. (2012). How do children deal with inconsistencies in text? An eye fixation and self-paced reading study in good and poor reading comprehenders. Reading and Writing, 25, 1665–1690. doi:10.1007/s11145-011-9337-4
   PubMed Web of Science ®Google Scholar
• van der Schoot, M., Vasbinder, A. L., Horsley, T. M., & Reijntjes, A. (2009). Lexical ambiguity resolution in good and poor comprehenders: An eye fixation and self-paced reading study in primary school children. Journal of Educational Psychology, 101, 21–36.
   Web of Science ®Google Scholar
• Verhoeven, L., van Leeuwe, J., & Vermeer, A. (2011). Vocabulary growth and reading development across the elementary school years. Scientific Studies of Reading, 15, 8–25.
   Web of Science ®Google Scholar
• Vorstius, C., Radach, R., Mayer, M., & Lonigan, C. (2013). Monitoring local comprehension monitoring in sentence reading. School Psychology Review, 42, 191–206.
   Web of Science ®Google Scholar
• Wagoner, P. (1983). Comprehension monitoring: What it is and what we know about it. Reading Research Quarterly, 18, 329–346.
   Web of Science ®Google Scholar
• Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420–432.
   Web of Science ®Google Scholar
• Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson-III Tests of Achievement. Itasca, IL: Riverside.
   Google Scholar
• Zabrucky, K., & Moore, D. (1989). Children’s ability to use three standards to evaluate their comprehension of text. Reading Research Quarterly, 24, 336–352. doi:10.2307/747773
   Web of Science ®Google Scholar
• Zeno, S. M., Ivens, S. H., Millard, R. T., & Duvvuri, R. (1995). The educator’s word frequency guide. New York, NY: Touchstone
   Google Scholar