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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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Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers
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Accelerating Adolescent Vocabulary Growth: Development of an Individualized, Web-Based, Vocabulary Instruction Program
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In: Lang Speech Hear Serv Sch (2019)
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9 |
Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6
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Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
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Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
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In: J Vis Exp (2018)
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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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Exploring the dimensionality of morphological knowledge for adolescent readers
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Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures
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CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test
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Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge
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Abstract:
We report results from two studies on the underlying dimensions of morphological awareness and vocabulary knowledge in elementary-aged children. In Study 1, 99 fourth-grade students were given multiple measures of morphological awareness and vocabulary. A single factor accounted for individual differences in all morphology and vocabulary assessments. Study 2 extended these results by giving 90 eighth-grade students expanded measures of vocabulary and morphology that assessed (a) definitional knowledge, (b) usage, (c) relational knowledge, and (d) knowledge of morphological variants, with each potential aspect of knowledge assessed using an identical set of 23 words to control for differential knowledge of specific vocabulary items. Results indicated that a single-factor model that encompassed morphological and vocabulary knowledge provided the best fit to the data. Finally, explanatory item response modeling was used to investigate sources of variance in the vocabulary and morphological awareness tasks we administered. Implications for assessment and instruction are discussed.
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Keyword:
Article
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URL: https://doi.org/10.1007/s11145-015-9557-0 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4530804/ http://www.ncbi.nlm.nih.gov/pubmed/26273128
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The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2
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Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th–10th Grades
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