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Cognitive Component Skills of Reading Comprehension in Developing Readers Dissertation Zur Erlangung des akademischen Grades Doktor der Philosophie (Dr. phil.) Eingereicht am Fachbereich 01 Humanwissenschaften der Universität Kassel Vorgelegt von Julia Knoepke, M.A. Juni 2016 Erstgutachter: Prof. Dr. Tobias Richter Zweitgutachterin: Prof. Dr. Cordula Artelt Drittgutachterin: Prof. Dr. Mirjam Ebersbach Tag der Disputation: 16.09.2016 For my parents Table of Contents Summary ..................................................................................................................... 5 Chapter I: Introduction and Aims ............................................................................ 7 Chapter II: Study 1 .................................................................................................. 43 Phonological recoding, orthographic decoding, and comprehension skills during reading acquisition (Knoepke, Richter, Isberner, Naumann, & Neeb, 2014) Chapter III: Study 2 ................................................................................................. 71 Leseverstehen = Hörverstehen X Dekodieren? Ein stringenter Test der Simple View of Reading bei deutschsprachigen Grundschulkindern [Reading comprehension = listening comprehension X decoding? A stringent test of the simple view of reading in German primary school children] (Knoepke, Richter, Isberner, Neeb, & Naumann, 2013) Chapter IV: Study 3 ................................................................................................. 93 Processing of positive-causal and negative-causal coherence relations in primary school children and adults: A test of the cumulative cognitive complexity approach in German. (Knoepke, Richter, Isberner, Naumann, Neeb, & Weinert, 2016) Chapter V: Study 4 ................................................................................................ 126 Construct validity of a process-oriented test assessing skills of syntactic integration in German primary school children (Knoepke, Richter, Isberner, Naumann, & Neeb, submitted) Chapter VI: Sources of Poor Reading Comprehension ...................................... 154 Reading comprehension: Individual differences, disorders, and underlying cognitive processes (Knoepke, & Richter, in press) Chapter VII: General Discussion.......................................................................... 174 References ............................................................................................................... 201 Erklärung zum Eigenanteil ................................................................................... 227 Eidesstattliche Versicherung und Erklärung ...................................................... 230 Acknowledgements ................................................................................................. 231 • Summary • Summary The ability to comprehend written text, that is, the ability to establish a coherent mental representation of text content, is one of the necessary preconditions for successful educational and career development in a literate society. Poor readers not only face severe difficulties in everyday life when they come into touch with e-mails, text messages, official letters, and forms. Their career prospects are greatly reduced by the inability to adequately comprehend written language. Thus, one of the most important and pressing goals of the educational system is to identify poor readers as early as possible to develop individualized and target-oriented intervention programs to foster and enhance their reading abilities (Artelt & Dörfler, 2010). This task requires profound knowledge of the complex concept of reading competence, its acquisition, and development. Although it is commonly assumed that reading competence comprises several cognitive component skills at the word, sentence, and text level (e.g., Lenhard & Artelt, 2009; Müller & Richter, 2014; Perfetti, Landi, & Oakhill, 2005; Richter & Christmann, 2009), and that individual differences in these skills differentiate skilled and poor readers (e.g., Cain & Oakhill, 2004), several questions concerning the cognitive component skills of reading comprehension, their interrelatedness, and their development in beginning readers remain unanswered. The a

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