Testing the direct and inferential mediation model of reading comprehension in Spanish students
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The direct and inferential mediation model (DIME) proposes that reading comprehension is the result of interactions between prior knowledge, word reading, vocabulary, comprehension strategies, and inference skill. In this study, its relevance was tested through structural equation modelling in a sample of 241 5th and 6th graders in primary education schools in Spain. The model showed an adequate relevance explaining 60.5% of the variance in reading comprehension of expository texts using general domain tests to measure the predictor components. Prior knowledge was the component with the greatest total effect on reading comprehension, followed by vocabulary, inference skill, and comprehension strategies. The total effect of word reading was not significant. The direct and indirect effects on reading comprehension of prior knowledge, vocabulary, and comprehension strategies were significant. The direct effects from prior knowledge to comprehension strategies and from vocabulary to comprehension strategies were not significant. The results found have important implications in the design of intervention programmes to improve reading comprehension.
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