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The Journal of Educational Research Volume 112, 2019 - Issue 1
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Original Articles

A path analytic model linking foundational skills to Grade 3 state reading achievement

David D. PaigeAnnsley Frazier Thornton School of Education, Bellarmine University, Louisville, Kentucky, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-2208-6784
ORCID Icon,
Grant S. SmithAnnsley Frazier Thornton School of Education, Bellarmine University, Louisville, Kentucky, USA
,
Timothy Victor RasinskiReading and Writing Center, Kent State University, Kent, Ohio, USAORCID Iconhttp://orcid.org/0000-0003-2560-3652
ORCID Icon,
William H. RupleyTeaching, Learning, and Culture, Texas A&M University, College Station, Texas, USA
,
Theresa Magpuri-LavellSandra Dunagan Deal Center for Early Language and Literacy, Georgia College and State University, Milledgeville, Georgia, USA
&
William D. NicholsCollege of Education and Human Development, University of Maine, Orono, Maine, USA
Pages 110-120 | Received 20 Nov 2017, Accepted 19 Feb 2018, Published online: 08 May 2018

Citations (16)

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Valentina A. Contesse, Talia Campese, Rachel Kaplan, D’Annette Mullen, Danielle L. Pico, Nicholas A. Gage & Holly B. Lane. (2021) The Effects of an Intensive Summer Literacy Intervention on Reader Development. Reading & Writing Quarterly 37:3, pages 221-239.
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Mohammed R. Jouhar & William H. Rupley. (2021) The Reading–Writing Connection based on Independent Reading and Writing: A Systematic Review. Reading & Writing Quarterly 37:2, pages 136-156.
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David D. Paige, Grant Smith, William Rupley & Will Wells. (2021) Reducing High-Attaining Readers to Middling: The Consequences of Inadequate Foundational Skills Instruction in a High-SES District. Literacy Research and Instruction 60:1, pages 81-106.
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Tin Q Nguyen, Stephanie N Del Tufo & Laurie E. Cutting. (2020) Readers Recruit Executive Functions to Self-Correct Miscues during Oral Reading Fluency. Scientific Studies of Reading 24:6, pages 462-483.
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Jackie Eunjung Relyea & Jill Fitzgerald. (2018) Relationship between early word-reading and long-term reading-comprehension growth for language-minority learners compared to native-english-speaking students. Reading Psychology 39:6, pages 499-536.
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Articles from other publishers (11)

Jacqueline M. Caemmerer, Stephanie Ruth Young, Danika Maddocks, Natalie R. Charamut & Eunice Blemahdoo. (2024) Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence?. Journal of Psychoeducational Assessment.
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João Lopes, Pedro S. Martins, Célia Oliveira, João Ferreira, João Tiago Oliveira & Nuno Crato. (2024) From A to Z: Effects of a 2nd-grade reading intervention program for struggling readers. Revista de Psicodidáctica (English ed.) 29:1, pages 57-68.
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João Lopes, Pedro S. Martins, Célia Oliveira, João Ferreira, João Tiago Oliveira & Nuno Crato. (2024) De A a Z: efectos de un programa de intervención en lectura de segundo grado para lectores con dificultades. Revista de Psicodidáctica 29:1, pages 57-68.
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Mustafa Kocaarslan & Gülcan Erden-Kocaarslan. (2022) Cognitive predictors of oral reading miscues in the text reading process in a transparent orthography: Working memory and visual retention. Current Psychology 42:35, pages 31505-31518.
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Jennifer L. Keelor, Nancy A. Creaghead, Noah H. Silbert, Allison D. Breit & Tzipi Horowitz-Kraus. (2023) Impact of text-to-speech features on the reading comprehension of children with reading and language difficulties. Annals of Dyslexia 73:3, pages 469-486.
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Yusra Ahmed, Shawn C. Kent & Milena Keller-Margulis. (2023) Reading-to-Writing Mediation model of higher-order literacy. Frontiers in Psychology 14.
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Sarah L. Carroll, Elizabeth A. Shewark, Megan E. Mikhail, Daniel J. Thaler, Amber L. Pearson, Kelly L. Klump & S. Alexandra Burt. (2023) Identifying the ‘active ingredients’ of socioeconomic disadvantage for youth outcomes in middle childhood. Development and Psychopathology, pages 1-9.
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Timothy Rasinski, Chase Young, David D. Paige & Kasim Yildirim. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 388 397 .
Steven J. Amendum, Kristin Conradi Smith & Meghan D. Liebfreund. (2021) Explaining reading variance by student subgroup: should we move beyond oral reading fluency?. Journal of Research in Reading 44:4, pages 757-786.
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William H. Rupley, William Dee Nichols, Timothy V. Rasinski & David Paige. (2020) Fluency: Deep Roots in Reading Instruction. Education Sciences 10:6, pages 155.
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David Paige & Grant Smith. (2018) Academic Vocabulary and Reading Fluency: Unlikely Bedfellows in the Quest for Textual Meaning. Education Sciences 8:4, pages 165.
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