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Letter Features as Predictors of Letter-Name Acquisition in Four Languages with Three Scripts
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In: Sci Stud Read (2020)
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Is Retell a Valid Measure of Reading Comprehension?
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In: Educ Res Rev (2020)
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Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.
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In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018)
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Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6
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The Effects of Genetic and Environmental Factors on Writing Development
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Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW)
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The Impact of Transcription Writing Interventions for First-Grade Students
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Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW).
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The Impact of Transcription Writing Interventions for First-Grade Students.
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Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension.
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Abstract:
The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity)-how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text reading fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text reading fluency vs. word reading fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text reading fluency vs. reading comprehension. These questions were addressed using longitudinal data (two timepoints; Mean age = 5;24 & 6;08) from Korean-speaking children ( = 143). Results showed that listening comprehension was related to text reading fluency at time 2, but not at time 1. At both times text reading fluency was related to reading comprehension, and reading comprehension was related to text reading fluency over and above word reading fluency and listening comprehension. Orthographic awareness was related to text reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and grammatical knowledge were independently related to text reading fluency and reading comprehension whereas theory of mind was related to reading comprehension, but not text reading fluency. These results reveal developmental nature of relations and mechanism of text reading fluency in reading development. ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4590774.
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URL: https://doi.org/10.1002/rrq.107 http://purl.flvc.org/fsu/fd/FSU_pmch_26435550 http://diginole.lib.fsu.edu/islandora/object/fsu%3A600770/datastream/TN/view/Developmental,%20Component-Based%20Model%20of%20Reading%20Fluency.jpg
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The Effects of Genetic and Environmental Factors on Writing Development.
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