Contributions of print exposure to first and second grade oral language and reading in Chile

This study examines the contribution of print exposure to oral language (expressive vocabulary and listening comprehension) and reading (word reading and reading comprehension) in first and second grade in Chile, and tests whether the contribution of print exposure to reading comprehension is mediat...

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Bibliographic Details
Published in:Journal of research in reading 2017-12, Vol.40 (S1), p.S87-S106
Main Authors: Strasser, Katherine, Vergara, Daniela, Río, M. Francisca
Format: Article
Language:English
Subjects:
Children
Correlation
Elementary School Students
Expressive Language
Foreign Countries
Grade 1
Grade 2
Listening Comprehension
Native language acquisition
Oral Language
Print awareness
Printed Materials
Reading ability
Reading acquisition
Reading Comprehension
Reading Materials
Recognition (Psychology)
Spoken language
Task Analysis
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Summary:This study examines the contribution of print exposure to oral language (expressive vocabulary and listening comprehension) and reading (word reading and reading comprehension) in first and second grade in Chile, and tests whether the contribution of print exposure to reading comprehension is mediated by language and word reading skills. Two‐hundred and eighty one children (mean age 6.55 years) participated. Print exposure was measured with a book‐cover recognition task in first grade, and outcomes were measured both in first and second grade. Print exposure had direct effects on all outcomes in first grade and indirect effects in second grade. Effects on first grade reading comprehension were partially mediated by listening comprehension and word reading, but not vocabulary. We discuss the importance of the findings for improving reading comprehension in countries with low access to books.
ISSN:0141-0423
1467-9817
DOI:10.1111/1467-9817.12086