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Wagner, Richard K. (44)
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Hits 1 – 20 of 83
1
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
Wagner, Richard K.
;
Quinn, Jamie M.
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
Spencer, Mercedes
;
Wagner, Richard K.
;
Petscher, Yaacov
. - 2018
BASE
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4
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge
Spencer, Mercedes
;
Muse, Andrea
;
Wagner, Richard K.
. - 2015
BASE
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5
Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?
Spencer, Mercedes
;
Quinn, Jamie M.
;
Wagner, Richard K.
. - 2014
BASE
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6
Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study
Quinn, Jamie M.
;
Wagner, Richard K.
;
Petscher, Yaacov
. - 2014
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)
Wagner, Richard K.
;
Herrera, Sarah K.
;
Spencer, Mercedes
;
Quinn, Jamie M.
. - 2014
Abstract:
Recently, Tunmer and Chapman (2012) provided an alternative model of how decoding and listening comprehension affect reading comprehension that challenges the simple view of reading. They questioned the simple view’s fundamental assumption that oral language comprehension and decoding make independent contributions to reading comprehension by arguing that one component of oral language comprehension (vocabulary) affects decoding. They reported results from hierarchical regression analyses, exploratory factor analysis, and structural equation modeling to justify their conclusion. Their structural equation modeling results provided the strongest and most direct test of their alternative view. However, they incorrectly specified their simple view model. When correctly specified, the simple view of reading model and an alternative model in which listening comprehension affects decoding provide identically good fits to the data. This results from the fact that they are equivalent models. Although Tunmer and Chapman’s results do not support their assertion that a model in which oral language comprehension affects decoding provides a better fit to their data, the presence of equivalent models provides an ironic twist: The mountain of evidence that supports the simple view of reading provides equivalent support to their alternative interpretation. Additional studies are needed to differentiate these two theoretical accounts.
Keyword:
Article
URL:
https://doi.org/10.1177/0022219414544544
http://www.ncbi.nlm.nih.gov/pubmed/25095787
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4318790
BASE
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8
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
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9
Erratum to: Developmental and individual differences in Chinese writing
Guan, Connie Qun
;
Ye, Feifei
;
Wagner, Richard K.
...
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
Guan, Connie Qun
;
Ye, Feifei
;
Wagner, Richard K.
...
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
Zhang, Juan
;
Shu, Hua
;
Yan, Cathy Ming Wai
...
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
Schatschneider, Christopher
;
Wagner, Richard K.
;
Logan, Jessica A. R.
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
Foorman, Barbara R.
;
Wagner, Richard K.
;
Tschinkel, Erika
...
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
Wagner, Richard K.
;
Puranik, Cynthia S.
;
Foorman, Barbara
. - 2011
BASE
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15
Writing Quality in Chinese Children: Speed and Fluency Matter
Yan, Cathy Ming Wai
;
McBride-Chang, Catherine
;
Wagner, Richard K.
. - 2011
BASE
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16
Rapid serial naming and reading ability: the role of lexical access
Logan, Jessica A. R.
;
Schatschneider, Christopher
;
Wagner, Richard K.
. - 2011
BASE
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17
Comparing Two Forms of Dynamic Assessment and Traditional Assessment of Preschool Phonological Awareness
Kantor, Patricia Thatcher
;
Wagner, Richard K.
;
Torgesen, Joseph K.
. - 2011
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
Torgesen, Joseph K.
;
Herron, Jeannine
;
Lindamood, Patricia
...
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
Piasta, Shayne B.
;
Purpura, David J.
;
Wagner, Richard K.
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
Piasta, Shayne B.
;
Wagner, Richard K.
In:
Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services
45 (2010) 1, 8-38
BLLDB
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