1,277
Views
30
CrossRef citations to date
0
Altmetric
Research Articles

Dimensionality of Reading Skills With Elementary-School-Age Children

References

  • Adlof, S. M., Catts, H. W., & Lee, J. (2010). Kindergarten predictors of second versus eighth grade reading comprehension impairments. Journal of Learning Disabilities, 43, 332–345. doi:10.1177/0022219410369067
  • Betjemann, R. S., Keenan, J. M., Olson, R. K., & DeFries, J. C. (2011). Choice of reading comprehension test influences the outcomes of genetic analyses. Scientific Studies of Reading, 15, 363–382. doi:10.1080/10888438.2010.493965
  • Betjemann, R. S., Willcutt, E. G., Olson, R. K., Keenan, J. M., DeFries, J. C., & Wadsworth, S. J. (2008). Word reading and reading comprehension: Stability, overlap, and independence. Reading and Writing, 21, 539–558. doi:10.1007/s11145-007-9076-8
  • Byrne, B., Coventry, W. L., Olson, R. K., Samuelsson, S., Corley, R., Willcutt, E. G., … DeFries, J. C. (2009). Genetic and environmental influences on aspects of literacy and language in early childhood: Continuity and change from preschool to grade 2. Journal of Neurolinguistics, 22, 219–236. doi:10.1016/j.jneuroling.2008.09.003
  • Caravolas, M., Lervag, A., Defior, S., Málkova, G., S., & Hulme, C. (2013). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24, 1398–1407. doi:10.1177/0956797612473122
  • Carrow-Woolfolk, E. (1995). Oral and written language scales. Circle Pines, MN: American Guidance Services.
  • Catts, H. W., Compton, D., Tomblin, J. B., & Bridges, M. S. (2012). Prevalence and nature of late-emerging poor readers. Journal of Educational Psychology, 104, 166–181. doi:10.1037/a0025323
  • Catts, H. W., Herrera, S., Nielsen, D. C., & Bridges, M. S. (2015). Early prediction of reading comprehension within the simple view framework. Reading and Writing, 28, 1407–1425. doi:10.1007/s11145-015-9576-x
  • Compton, D. L., Fuchs, D., Fuchs, L. S., Elleman, A. M., & Gilbert, J. K. (2008). Tracking children who fly below the radar: Latent transition modeling of students with late-emerging reading disability. Learning and Individual Differences, 18, 329–337. doi:10.1016/j.lindif.2008.04.003
  • Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10, 277–299. doi:10.1207/s1532799xssr1003_5
  • Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2, 1–44. doi:10.1080/19345740802539200
  • Florit, E., & Cain, K. (2011). The simple view of reading: Is it valid for different types of alphabetic orthographies? Educational Psychology Review, 23, 553–576. doi:10.1007/s10648-011-9175-6
  • Francis, D. J., Fletcher, J. M., Catts, H. W., & Tomblin, J. B. (2004). Dimensions affecting the assessment of reading comprehension. In S. G. Paris & S. A. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 369–394). Mahwah, NJ: Erlbaum.
  • Garcia, J. R., & Cain, K. (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of Educational Research, 84, 11–74. doi:10.3102/0034654313499616
  • Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10. doi:10.1177/074193258600700104
  • Graham, J. W., Taylor, B. J., Olchowski, A. E., & Cumsille, P. E. (2006). Planned missing data designs in psychological research. Psychological Methods, 11, 323–343. doi:10.1037/1082-989X.11.4.323
  • Harlaar, N., Kovas, Y., Dale, P. S., Petrill, S. A., & Plomin, R. (2012). Mathematics is differentially related to reading comprehension and word decoding: Evidence from a genetically sensitive design. Journal of Educational Psychology, 104, 622–635. doi:10.1037/a0027646
  • Hulme, C., & Snowling, M. J. (2011). Children’s reading comprehension difficulties nature, causes, and treatments. Current Directions in Psychological Science, 20, 139–142. doi:10.1177/0963721411408673
  • Joshi, R. M., Ji, X. R., Breznitz, Z., Amiel, M., & Yulia, A. (2015). Validation of the simple view of reading in Hebrew–A Semitic language. Scientific Studies of Reading, 19, 243–252. doi:10.1080/10888438.2015.1010117
  • Keenan, J. M., & Betjemann, R. S. (2006). Comprehending the gray oral reading test without reading it: Why comprehension tests should not include passage-independent items. Scientific Studies of Reading, 10, 363–380. doi:10.1207/s1532799xssr1004_2
  • Keenan, J. M., Betjemann, R. S., & Olson, R. K. (2008). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12, 281–300. doi:10.1080/10888430802132279
  • Keenan, J. M., & Meenan, C. E. (2014). Test differences in diagnosing reading comprehension deficits. Journal of Learning Disabilities, 47, 125–135. doi:10.1177/0022219412439326
  • Kendeou, P., Papadopoulos, T. C., & Spanoudis, G. (2012). Processing demands of reading comprehension tests in young readers. Learning and Instruction, 22, 354–367. doi:10.1016/j.learninstruc.2012.02.001
  • Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101, 765–778. doi:10.1037/a0015956
  • Kershaw, S., & Schatschneider, C. (2012). A latent variable approach to the simple view of reading. Reading and Writing, 25, 433–464. doi:10.1007/s11145-010-9278-3
  • Kline, R. B. (2011). Principles and practice of structural equation modeling, third edition. New York, NY: Guilford Press.
  • Language & Reading Research Consortium. (2015). Learning to read: Should we keep things simple?. Reading Research Quarterly, 50, 151–169.
  • Leach, J., Scarborough, H., & Rescorla, L. (2003). Late-emerging reading disabilities. Journal of Educational Psychology, 95, 211–224. doi:10.1037/0022-0663.95.2.211
  • Lipka, O., Lesaux, N. K., & Siegel, L. S. (2006). Retrospective analyses of the reading development of grade 4 students with reading disabilities: Risk status and profiles over 5 years. Journal of Learning Disabilities, 39, 364–378. doi:10.1177/00222194060390040901
  • MacGinitie, W. H., MacGinitie, R. K., Maria, K., Dreyer, L. G., & Hughes, K. E. (2000). Gates-MacGinitie Reading Tests–fourth edition. Itasca, IL: Riverside.
  • Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.
  • Nation, K., & Snowling, M. J. (1997). Assessing reading difficulties: The validity and utility of current measures of reading skill. British Journal of Educational Psychology, 67, 359–370. doi:10.1111/bjep.1997.67.issue-3
  • Semel, E., Wiig, E. H., & Secord, W. A. (2003). Clinical evaluation of language fundamentals - fourth edition: CELF-4. San Antonio, TX: Pearson.
  • Snow, C. E. (2002). Reading for understanding: Toward a research and development program in reading comprehension. Santa Monica, CA: RAND.
  • Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934–947. doi:10.1037/0012-1649.38.6.934
  • Tilstra, J., McMaster, K., Van den Broek, P., Kendeou, P., & Rapp, D. (2009). Simple but complex: Components of the simple view of reading across grade levels. Journal of Research in Reading, 32, 383–401. doi:10.1111/jrir.2009.32.issue-4
  • Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1999). Test of word reading efficiency. Austin, TX: Pro-Ed.
  • Vellutino, F. R., Tunmer, W. E., Jaccard, J., & Chen, R. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11, 3–32. doi:10.1080/10888430709336632
  • Vorstius, C., Radach, R., & Lonigan, C. J. (2014). Eye movements in developing readers: A comparison of silent and oral sentence reading. Visual Cognition, 22, 458–485. doi:10.1080/13506285.2014.881445
  • Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73–87. doi:10.1037/0012-1649.30.1.73
  • Wagner, R. K., Torgesen, J. K., Rashotte, C. A., & Pearson, N. A. (2010). Test of silent reading efficiency and comprehension. Austin, TX: Pro-Ed.
  • Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson Tests of Achievement-3rd edition. Rolling Meadows, IL: Riverside.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.