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ABSTRACT
The authors used data from a large, national sample to examine the interaction of various literacy measures among young children with disabilities. Using structural equation modeling, they examined the relationships among measures of phonemic awareness, decoding, vocabulary, and reading comprehension. Child and family factors, including sex, severity of disability, race/ethnicity, household income, and mother's education were used as covariates. The model supported the notion of 2 unique paths to reading comprehension, one through decoding and a second through vocabulary.
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ACKNOWLEDGMENT
Support for this research was provided by the U.S. Department of Education, National Center for Special Education Research, under contract #ED-04-CO-0059-0005.
Notes
1. A total of 16 predictors were identified in all.
2. Data from early childhood program director, elementary school principal, early childhood teacher, kindergarten teacher, elementary school teacher, and state and local education agency questionnaires were not used in this analysis.