Elsje van Bergen|Kati Vasalampi|Minna Torppa
How Are Practice and Performance Related? Development of Reading From Age 5 to 15
University of Oxford|Vrije Universiteit Amsterdam|University of Jyväskylä|University of Jyväskylä
abstract reading lot lead better reading skills reading lot follow high initial reading skills authors present longitudinal study much children choose read well decode comprehend texts first study examine codevelopment print exposure fluency comprehension throughout childhood using autocorrelations print exposure operationalized childrens amount independent reading pleasure two hundred children followed age 5 age 15 print exposure assessed ages 5 7 8 9 13 prereading skills tested age 5 reading skills ages 7 8 9 14 15 latter programme international student assessment pisa children learned read ie age 5 prereading skills print exposure linked path analyses showed childrens print exposure reading skills reciprocally influence early school years effects run reading fluency comprehension print exposure skills amount effect accumulated practice emerged adolescence reading fluency comprehension print exposure important predictors age 15 pisa reading comprehension findings largely confirmed post hoc models random intercepts foundational reading skills predicted changes later reading comprehension print exposure authors speculate intervening decoding difficulties may positively impact exposure comprehension texts much children read seems matter shift learning read reading learn