Narrative Comprehension and Constructions Skills Predict Longitudinal Improvements in Reading Performance among Minoritized Students

• In Event: AERA Poster Session Thursday 4:15pm
  In Poster Session: Research in Research and Literacy (SIG 11) Poster Session II

Abstract

Narrative comprehension and construction skills may support reading performance. However, limited research has examined this relationship in early adolescent students and it remains unclear what might drive such a relationship. We examined the relationship between narrative skills and reading development in 201 students in grades 3, 4, 7, and 8, predominantly from minoritized backgrounds. Participants completed assessments of narrative skill, executive functioning, vocabulary, and reading performance. Narrative skills predicted not only concurrent and longitudinal reading performance, but also reading growth across the school year. Effects were clearest among students from low-income families and struggling readers. Executive functioning did not explain effects. Vocabulary partially did. Findings suggest narrative skills are a promising, culturally-relevant target for supporting reading development among minoritized students.

Authors

• Rebecca JM Gotlieb, University of California - Los Angeles

• Jan Frijters, Brock University

• Robin Morris, Georgia State University