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Factors that influence reading acquisition in L2 english for students in Bangalore, India [<Journal>]
Rao, Nisha M. [Verfasser]; Wagner, Richard K. [Verfasser]; Shenoy, Sunaina [Verfasser]
DNB Subject Category Language
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2
The co-development of vocabulary and reading comprehension
In: International handbook of language acquisition (London, 2019), p. 504-519
MPI für Psycholinguistik
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3
The Reading Comprehension and Vocabulary Knowledge of Children with Poor Reading Comprehension despite Adequate Decoding: Evidence from a Regression-Based Matching Approach
BASE
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4
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge
BASE
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5
Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?
BASE
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6
Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study
BASE
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7
Reconsidering the Simple View of Reading in an Intriguing Case of Equivalent Models: Commentary on Tunmer and Chapman (2012)
BASE
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8
Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis
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.
Keyword: Article
URL: http://www.ncbi.nlm.nih.gov/pubmed/24954951
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4063364/
https://doi.org/10.1037/a0035692
BASE
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9
Erratum to: Developmental and individual differences in Chinese writing
In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 6, 1057
OLC Linguistik
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10
Developmental and individual differences in Chinese writing
In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 6, 1031-1056
OLC Linguistik
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11
Writing quality in Chinese children: speed and fluency matter
In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2012) 7, 1499-1521
BLLDB
OLC Linguistik
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12
Rapid serial naming and reading ability: the role of lexical access
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 1, 1-25
BLLDB
OLC Linguistik
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13
Modeling the development of written language
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 2, 203-220
BLLDB
OLC Linguistik
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14
Modeling the development of written language
BASE
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15
Writing Quality in Chinese Children: Speed and Fluency Matter
BASE
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16
Rapid serial naming and reading ability: the role of lexical access
BASE
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17
Comparing Two Forms of Dynamic Assessment and Traditional Assessment of Preschool Phonological Awareness
BASE
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18
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: outcomes from two instructional approaches
In: Annals of dyslexia. - New York, NY : Springer 60 (2010) 1, 40-56
BLLDB
OLC Linguistik
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19
Fostering alphabet knowledge development: a comparison of two instructional approaches
In: Reading and writing. - New York, NY : Springer Science+Business Media 23 (2010) 6, 607-626
BLLDB
OLC Linguistik
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20
Developing early literacy skills: a meta-analysis of alphabet learning and instruction
In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 45 (2010) 1, 8-38
BLLDB
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