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Cain Kate, Oakhill Jane & Bryant Peter (2004). « Children’s reading comprehension ability : Concurrent prediction by working memory, verbal ability, and component skills ». Journal of Educational Psychology, vol. 96, n° 1, p. 31–42. En ligne : <http://www.psych.lancs. ... Cain20050929T105101.pdf>. 
Added by: Feyfant Annie (01 Jan 1970 01:00:00 Europe/Paris)   Last edited by: Agnès Cavet (12 Dec 2006 14:45:11 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Cain2004a
Categories: Apprentissages et psychologie
Keywords: apprentissage, psychologie de l'Ă©ducation
Creators: Bryant, Cain, Oakhill
Collection: Journal of Educational Psychology
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URLs     http://www.psych.l ... 0050929T105101.pdf
Abstract     
The authors report data from a longitudinal study that addresses the relations between working memory capacity and reading comprehension skills in children aged 8, 9, and 11 years. At each time point, the authors assessed children’s reading ability, vocabulary and verbal skills, performance on 2 working memory assessments (sentence-span and digit working memory), and component skills of comprehension.
At each time point, working memory and component skills of comprehension (inference making,comprehension monitoring, story structure knowledge) predicted unique variance in reading comprehension after word reading ability and vocabulary and verbal ability controls. Further analyses revealed that the relations between reading comprehension and both inference making and comprehension monitoring were not wholly mediated by working memory. Rather, these component skills explained their own unique variance in reading comprehension.
Added by: Feyfant Annie  Last edited by: Agnès Cavet
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