Home
Catalogue search
Refine your search:
Keyword
Creator / Publisher:
Ahmed, Yusra (authoraut) (2)
Department of Psychology (degree granting department) (2)
Florida State University (degree granting institution) (2)
Schatschneider, Chris (committee member) (2)
Hart, Sara (committee member) (1)
Maner, Jon (committee member) (1)
Plant, Elizabeth Ashby (committee member) (1)
Suk-Kim, Young (university representative) (1)
Wagner, Richard K. (professor directing dissertation) (1)
Wagner, Richard K. (professor directing thesis) (1)
Year
Medium
Type:
Article (2)
BLLDB-Access
Search in the Catalogues and Directories
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 – 2 of 2
1
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
2
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
Mobile view
All
Catalogues
UB Frankfurt Linguistik
0
IDS Mannheim
0
OLC Linguistik
0
UB Frankfurt Retrokatalog
0
DNB Subject Category Language
0
Institut für Empirische Sprachwissenschaft
0
Leibniz-Centre General Linguistics (ZAS)
0
Bibliographies
BLLDB
0
BDSL
0
IDS Bibliografie zur deutschen Grammatik
0
IDS Bibliografie zur Gesprächsforschung
0
IDS Konnektoren im Deutschen
0
IDS Präpositionen im Deutschen
0
IDS OBELEX meta
0
MPI-SHH Linguistics Collection
0
MPI for Psycholinguistics
0
Linked Open Data catalogues
Annohub
0
Online resources
Link directory
0
Journal directory
0
Database directory
0
Dictionary directory
0
Open access documents
BASE
2
Linguistik-Repository
0
IDS Publikationsserver
0
Online dissertations
0
Language Description Heritage
0
© 2013 - 2024 Lin|gu|is|tik
|
Imprint
|
Privacy Policy
|
Datenschutzeinstellungen ändern