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The Reading Comprehension and Vocabulary Knowledge of Children with Poor Reading Comprehension despite Adequate Decoding: Evidence from a Regression-Based Matching Approach
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Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge
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Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?
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Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study
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Reconsidering the Simple View of Reading in an Intriguing Case of Equivalent Models: Commentary on Tunmer and Chapman (2012)
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Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis
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Abstract:
Relations between reading and writing have been studied extensively but the less is known about the developmental nature of their interrelations. This study applied latent change score modeling to investigate longitudinal relations between reading and writing skills at the word, sentence and text levels. Latent change score models were used to compare unidirectional pathways (reading-to-writing and writing-to-reading) and bidirectional pathways in a test of nested models. Participants included 316 boys and girls who were assessed annually in grades 1 through 4. Measures of reading included pseudo-word decoding, sentence reading efficiency, oral reading fluency and passage comprehension. Measures of writing included spelling, a sentence combining task and writing prompts. Findings suggest that a reading-to-writing model better described the data for the word and text levels of language, but a bidirectional model best fit the data at the sentence level.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/24954951 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4063364/ https://doi.org/10.1037/a0035692
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Writing Quality in Chinese Children: Speed and Fluency Matter
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Rapid serial naming and reading ability: the role of lexical access
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Comparing Two Forms of Dynamic Assessment and Traditional Assessment of Preschool Phonological Awareness
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