Abstract
This is a study of early picture book comprehension, its determinants and later development through primary school. More specifically, picture book comprehension was analyzed longitudinally from age 5 to age 9, delineating the unique contributions of vocabulary, metacognitive knowledge and task orientation to the initial level as well as to the growth of comprehension. A total of 90 Finnish-speaking children participated in the study. The children’s narrative picture book comprehension was assessed at age 5, age 6 and age 9. Vocabulary, metacognitive knowledge and task orientation were evaluated at age 5. Latent growth curve modeling showed a pattern of decreasing achievement gaps in narrative picture book comprehension. Vocabulary and metacognitive knowledge uniquely contributed to the concurrent level of narrative picture book comprehension. The results further showed that metacognitive knowledge and task orientation were positive and statistically significant predictors of the growth of picture book comprehension over and above the initial level of narrative picture book comprehension. These findings add to our knowledge about the development of inter-individual differences in narrative picture book comprehension and the roles of vocabulary, metacognitive knowledge and task orientation in it. They also suggest a novel way to assess the narrative comprehension potential among students with compromised working memory or decoding ability.
Highlights
Picture books are an essential part of the textual environment in the home as well as in preschool
The results further showed that metacognitive knowledge and task orientation were positive and statistically significant predictors of the growth of picture book comprehension over and above the initial level of narrative picture book comprehension
We ask a hitherto unexplored question that is, if individual growth in narrative picture book comprehension can be predicted by variables that have been found valid in predicting reading comprehension, namely vocabulary (e.g., Perfetti & Stafura, 2014), metacognitive knowledge (Annevirta, Laakkonen, Kinnunen, & Vauras, 2007; Pressley & Gaskins, 2006) and task-oriented behavior (Hirvonen, Georgiou, Lerkkanen, Aunola, & Nurmi, 2010; Lehtinen, Vauras, Salonen, Olkinuora, & Kinnunen, 1995; Lepola et al 2016)
Summary
Picture books are an essential part of the textual environment in the home as well as in preschool. Children learn to encode the individual events of the narrative and make inferences regarding those events that are connected to each other. These abilities develop through early childhood and are related to later reading comprehension (Kendeou, van den Broek, White, & Lynch, 2009; Lepola, Lynch, Kiuru, Laakkonen, & Niemi, 2016; Oakhill & Cain, 2012). Drawing on the theoretical considerations of Paris and Paris (2003) and text comprehension models (Perfetti, Landi & Oakhill, 2005; Verhoeven & Perfetti, 2008), we maintain that regardless of medium, similar comprehension processes are deployed when children study a pictorial narrative independently, listen to a narrative or, at later age, read one (Kendeou, Bohn-Gettler, White, & van den Broek, 2008; Kim, 2016a)
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