S0227 · sticht_1975_auding_reading · registry identity
Auding and Reading: A Developmental Model
Bears on
Canonical propositions this source was matched as evidence for.
How Hirsch uses it
Every occurrence, grouped by book and chapter, with the claim it was linked to support and (where the extraction regenerated one) the underlying warrant.
2006 · The Knowledge Deficit
Correlational study showing that a child's listening comprehension in 2nd grade is a reliable predictor of their reading comprehension in 5th grade.
direct Listening ability in grade two reliably forecasts reading ability in grade five.
Warrant (implicit): Longitudinal correlations between early-childhood oral language skills and later-life reading scores indicate a stable underlying cognitive capacity for language.
could fail ifThe correlation may be driven by a 'third variable' such as socioeconomic status or home environment which influences both early listening and later reading independently.
2016 · Why Knowledge Matters
Demonstration that oral comprehension levels (auding) are the primary predictor of later reading comprehension.
direct The best way to ensure long-term reading comprehension is to ensure high oral comprehension in the earliest grades.
Warrant (implicit): The cognitive processes involved in understanding spoken language are the foundational bottleneck and primary determinant for the development of reading comprehension.
could fail ifDecoding deficits (dyslexia) or lack of fluency can prevent students with high oral comprehension from ever successfully transitioning that ability to printed text.
Endnote numbers seen
Raw book:chapter:endnote references collected during endnote backfill.
kd:2:10wkm:4:34
Raw source_reference strings seen
As they appeared before normalization/consolidation into this source identity.
Sticht, Thomas (1974)Thomas G. Sticht (1975)