AI Article Synopsis
- The study examines the relationship between advanced Theory of Mind (ToM) and reading comprehension (RC) in 112 nine-year-olds over a year, focusing on three components of ToM.
- Social reasoning was found to be a significant predictor of reading comprehension, while reading comprehension did not predict any ToM component.
- The results highlight the importance of social reasoning in cognitive development and educational contexts.
Article Abstract
This study explores the longitudinal association between Theory of Mind (ToM) and reading comprehension (RC) in middle childhood, focusing on three advanced ToM (AToM) components: social reasoning, reasoning about ambiguity and recognition of social norm transgressions. Over the course of a year, 112 nine-year-olds (61 girls, 51 boys; M = 9; 0 years, ±4 months at wave 1) were followed from Grade 3 to Grade 4 and assessed for AToM predictors of Grade-4 RC. Findings show that only social reasoning predicts RC, independent of general intelligence and prior RC performance. In turn, RC did not predict any AToM component. These findings contribute to understanding cognitive development in educational contexts, emphasizing the significance of AToM, particularly social reasoning, in RC.
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