Reading comprehension and cognitive correlates in multilingual children and adolescents.
Bibliographic record
Abstract
Reading comprehension is a complex ability relying on multiple cognitive and language processes.For multilingual children, these processes may be influenced by their daily language experiences.This study examined the relationship between multilingual experience, working memory and attention ability, and component skills of reading in children and adolescents with exposure to English and other language(s) at home and school.One hundred and thirty-three multilingual children (n = 68, ages 6-10 years) and adolescents (n = 65, ages 12-15) completed an online study assessing decoding, language comprehension, reading comprehension, and working memory ability.Parents completed questionnaires that examined language experiences across the social contexts of home, community, and school in addition to questions pertaining to behavioural attention of their child.Our results demonstrated that reading comprehension was predicted by decoding and language comprehension, supporting the simple view of reading (SVR;Hoover & Gough, 1990).The model was more robust in children, explaining 84% of the variance in reading comprehension compared to 45% in adolescents.Furthermore, working memory ability uniquely predicted reading comprehension in children only.Finally, the relationship between decoding and reading comprehension was moderated by home language experience in adolescents, but not in children.Our findings highlight the importance of considering developmental stages when assessing the relationship between language and cognitive abilities in multilingual and multiliterate children and adolescents.Theoretical and practical implications of how domain-general cognitive abilities contribute to components of reading within the context of SVR are discussed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".