Prediction of Reading Comprehension of Elementary Students: A 20-Month Longitudinal Study

Abstract

Objectives: A bulk of studies has been conducted on cognitive variables underlying reading comprehension achievement. However, there are still few studies which examine the longitudinal predictors of reading comprehension in Korea. The present study examines the longitudinal predictors of reading comprehension for students in grade 2 and grade 4 through the 20-month follow-up test. Methods: Seventy-seven 2nd graders and eightythree 4th graders were examined for predictor measures (e.g., vocabulary, listening comprehension, rapid automatized naming). Seventy 2nd graders and seventy-one 4th graders were reassessed on reading comprehension measured by the Korea Institute for Special Education-Basic Academic Achievement Test (KISE-BAAT)-passage comprehension after eight months. Sixty 2nd graders and sixty-six 4th graders were reassessed on reading comprehension measured by KISE BAAT-passage comprehension after 20 months. Results: Major findings of this study were summarized as follows. First, vocabulary and sentence repetitions contributed significantly to reading comprehension 8 months later for 2nd graders; vocabulary and listening comprehension contributed significantly to reading comprehension 8-month later for 4th graders. Second, vocabulary contributed significantly to reading comprehension 20 months later for 2nd graders; vocabulary and sentence repetitions contributed significantly to reading comprehension 20 months later for 4th graders. Conclusion: To summarize, vocabulary was the strongest longitudinal predictor for reading comprehension. The summary of the results and limitations of this study were being discussed.