Reading Comprehension and the Development of Auditory Semantic Retrieval in Elementary School: A Longitudinal Study

• In Event: AERA Poster Session 8
  In Poster Session: Section 1a, Poster Session 2. Literacy: Reading and Writing Across Contexts (San Diego)

Abstract

While the retrieval of semantic information from written words has been shown to predict reading comprehension, little is known about the development and impact of auditory semantic retrieval (ASR) as a precondition for reading comprehension. A longitudinal study was conducted with 1114 elementary school children across five time points from Grades 1-4. ASR was measured with a computerized semantic categorization task. Latent curve models were estimated including reading comprehension as a dependent variable while controlling for phonological and nonverbal abilities. The results show that the initial level of ASR predicted reading comprehension after second grade, whereas the growth trajectories predicted reading comprehension after fourth grade. These results imply the possibility of reducing comprehension deficits by improving ASR in elementary school.

Authors

• Patrick Dahdah, University of Wuppertal

• Johannes Naumann, University of Wuppertal

• Tobias Richter, University of Würzburg

• Maj-Britt Haffmanns, University of Kassel

• Julia Schindler, University of Würzburg