Prädikatoren des Leseverständnisses bei Grundschulkindern der dritten Schulstufe
The existing literature provides some evidence that reading comprehension simply consists of decoding and linguistic comprehension ("simple view of reading"; Gough & Tunmer, 1986). In addition, a lot of research emphasizes the important role of lexical skills ("lexical quality hypothesis", Perfetti & Hart, 2001, 2002). The purpose of the present study is to identify the contribution of each of the components mentioned above on reading comprehension based on a sample of elementary school pupils
... n fourth grade. 113 fourth-graders in Upper Austria were tested on four standardized tasks (ELFE 1-6, Knuspel-L, PPVT-III, Wortlesetest) used as instruments for the latent variables. Using structural equation models for the data analysis, a total of 61% of the variance in reading comprehension can be explained. The two "simple view of reading"-components seem to have more predictive strength in explaining differences in reading comprehension, with word reading skills having the highest impact. The direct effect of vocabulary on reading comprehension is low but the moderate correlation found between vocabulary and listening comprehension can be interpreted as a merely indirect, but positive relation between vocabulary and comprehension processes. Even though the results do not detect a statistically significant impact of vocabulary on reading comprehension, one can argue that high quality lexical representations are fundamental for skilled performance in decoding, a relevant factor for reading abilities (c.f. BMBF, 2007) and should therefore be included to a model of reading comprehension. Moreover, each of the components can be regarded as a crucial basis for programs enhancing reading comprehension.