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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Executive function: association with multiple reading skills [<Journal>] Cirino, Paul T. [Verfasser]; Miciak, Jeremy [Verfasser]; Ahmed, Yusra [Verfasser]. DNB Subject Category Language Show details 2 Executive Function: Association with Multiple Reading Skills Cirino, Paul T.; Miciak, Jeremy; Ahmed, Yusra... In: Read Writ (2018) BASE Show details 3 Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis Ahmed, Yusra; Wagner, Richard K.; Lopez, Danielle. - 2014 BASE Show details 4 Developmental Relations Between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis Florida State University (degree granting institution); Ahmed, Yusra (authoraut); Wagner, Richard K. (professor directing thesis). - : Florida State University BASE Show details 5 Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic. Brown Waesche, Jessica S (authoraut); Schatschneider, Christopher (authoraut); Maner, Jon K (authoraut). BASE Show details 6 Joint Modeling of the Component Skills of Reading and Writing: A Meta-Analytic SEM Approach Ahmed, Yusra (authoraut); Wagner, Richard K. (professor directing dissertation); Suk-Kim, Young (university representative); Schatschneider, Chris (committee member); Hart, Sara (committee member); Plant, Elizabeth Ashby (committee member); Department of Psychology (degree granting department); Florida State University (degree granting institution). - : Florida State University Abstract: Introduction - The Simple View of Reading (SVR) and the Not-so-Simple View of Writing (NSVW) are well established models of reading and writing, respectively. This study combined and expanded upon these theoretical frameworks of component skills of reading and writing using data from a multivariate meta-analysis of the overlapping indicators and predictors of literacy skills. Method - Data for this study came from a previously conducted meta-analysis of the correlations among component skills of reading and writing (Ahmed, 2013). A synthesized correlation matrix of 77 studies was fit to a joint model of reading and writing. The variables included rapid automatized naming (RAN), phonological awareness (PA), decoding/orthography (D/O), reading comprehension (RC), vocabulary/morphology (V/M), listening comprehension (LC), oral expression (OE), working memory (WM), non-verbal reasoning (NVR), spelling (SP), handwriting (HW), writing quality (WQ), and Curriculum-based (or count-based) measures of writing (CBM). The first class of models replicated and extended the Simple View of Reading. The second class of models was based on components of the Not-so-Simple View of Writing, but did not replicate this model, as the meta-analysis did not identify a well-defined construct for executive functioning. Finally, the last class of models examined the contributions of component skills to both reading comprehension and text generation, and tested whether relations among component skills and writing are mediated through reading. Results - The results supported the validity of the Simple View of Reading as originally proposed by Gough & Tunmer, 1986, that reading comprehension equals the sum of two components (word reading and language comprehension). Results for the models of writing indicated that transcription emerged as an important predictor of writing, and working memory did not explain variance in writing. The models of literacy supported the role of text reading in writing, over and above the role of language and decoding. The results have implications for studying the development of reading and writing in the context of literacy rather than in the context of language. ; A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Summer Semester, 2014. ; July 8, 2014. ; Literacy, Meta-analysis, Not-so-Simple View of Writing, Reading, Simple View of Reading, Writing ; Includes bibliographical references. ; Richard K. Wagner, Professor Directing Dissertation; Young Suk-Kim, University Representative; Chris Schatschneider, Committee Member; Sara Hart, Committee Member; Elizabeth Ashby Plant, Committee Member. Keyword: Neurosciences; Psychology URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-8927 http://diginole.lib.fsu.edu/islandora/object/fsu%3A185349/datastream/TN/view/Joint%20Modeling%20of%20the%20Component%20Skills%20of%20Reading%20and%20Writing.jpg BASE Hide details

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