Abstract The ability to construct meaning from texts is the core of reading. We report a meta-analysis and a systematic review of 64 longitudinal studies tracing the development of reading comprehension from preschool. Previous research showed that linguistic comprehension and code-related abilities in preschool correlate moderately with reading comprehension, but the results across studies are inconsistent. Meta-analytic structural equation modelling showed two distinct but related pathways from preschool linguistic comprehension abilities to reading comprehension in school. One pathway consists of code-related skills (letter knowledge and phonological awareness), and it affects reading comprehension through word recognition. A second pathway consists of linguistic comprehension skills (vocabulary and grammar), and it has a direct influence on reading comprehension. Early interventions to facilitate language development appear to provide a promising approach to facilitate the later development of reading comprehension skills.

中文翻译：

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学前阅读理解途径：系统的元分析综述

摘要 从文本中建构意义的能力是阅读的核心。我们报告了 64 项纵向研究的荟萃分析和系统回顾，这些研究追踪了学龄前阅读理解能力的发展。先前的研究表明，学龄前儿童的语言理解和代码相关能力与阅读理解呈中度相关，但不同研究的结果并不一致。元分析结构方程模型显示了从学前语言理解能力到学校阅读理解能力的两种截然不同但相关的途径。一种途径包括与代码相关的技能（字母知识和语音意识），它通过单词识别影响阅读理解。第二个途径包括语言理解技能（词汇和语法），它直接影响阅读理解。促进语言发展的早期干预似乎为促进阅读理解技能的后期发展提供了一种有前途的方法。