Reading comprehension, listening comprehension, and decoding in 2nd and 4th grade students of public schools

Abstract

The aim of this research is to analyze the influence of listening comprehension and decoding in reading comprehension of students from public schools. Seventy-three students from second grade and seventy-two from fourth grade have been evaluated in decoding, listening comprehension and reading comprehension tasks. Results indicate that while listening comprehension accounts for most of reading comprehension performance in students at grade two, decoding skills appear to be the best predictor for students at grade four.