The differential effects of word recognition and listening comprehension of narrative and expository text in grades one and three

In reading literature, grade, word recognition, working memory, listening comprehension, and text type (i.e., narrative or expository) are assumed to be predictors of reading comprehension. Whereas the single contribution of each variable is thought to promote reading comprehension, the interactions of the variables, as well, may be significant contributors to reading comprehension.;Regression analyses revealed that a relation between word recognition and reading comprehension and a relation between listening comprehension and reading comprehension did exist for both text types. Results indicated that, for expository text, a relation did exist between listening comprehension and word recognition and reading comprehension moderated by grade. Further analyses revealed that, among first graders only, greater knowledge of word recognition combined simultaneously with greater knowledge of listening comprehension resulted in higher reading comprehension of expository text.;This study provides the foundation for an interactive model of reading in which the variables act singularly and interactively to contribute to successful reading comprehension. These results have implications for further research as well as instructional use.;This study integrates models of reading and the constructs of text comprehension to create a model of reading to better address individual reading performance. Nine research questions examined the relation of grade, word recognition, listening comprehension, working memory and type of text (narrative and expository) on reading comprehension. Each of 102 students, 51 first graders and 51 third graders, were assessed using a word recognition task, a working memory task, and listening and reading comprehension tasks.