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Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third-Grade Children

Title: Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third-Grade Children.
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Name(s): Tannenbaum, Kendra R., author
Torgesen, Joseph K., professor directing thesis
Lonigan, Christopher J., committee member
Schatschneider, Christopher, committee member
Wagner, Richard K., committee member
Department of Psychology, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2005
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Two hundred and three third-grade students took part in a study that examined the relationships between three dimensions of word knowledge and reading comprehension. Each participant was administered six measures of word knowledge. The Peabody Picture Vocabulary Test- Third Edition (PPVT-III) and the Vocabulary subtest of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) were used to measure breadth of word knowledge. The Multiple Meanings subtest and Attributes subtest of the Language Processing Test-Revised (LPT-R) were used to measure depth of word knowledge. The Word Use Fluency (WUF) subtest of The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and a semantic category fluency task were used to measure fluency of word knowledge. Confirmatory factor analyses, structural equation modeling, and hierarchical regression analyses were used to compare performance on the three dimensions of word knowledge and performance on two tests of reading comprehension. Results show that a two-factor model of breadth and depth/fluency provides the best fit to the data. Breadth had a stronger relationship to reading comprehension than did depth/fluency; however, the two dimensions of word knowledge share important information that contributes to the prediction of reading comprehension.
Identifier: FSU_migr_etd-1704 (IID)
Submitted Note: A Thesis Submitted to the Department of Psychology in Partial Fulfillment of the Requirements for the Degree of Master of Science.
Degree Awarded: Spring Semester, 2005.
Date of Defense: December 6, 2004.
Keywords: Structural Equation Modeling, Hierarchical Regression Analysis, Confirmatory Factor Analysis, Reading Comprehension Vocabulary, Breadth, Depth, Fluency
Bibliography Note: Includes bibliographical references.
Advisory committee: Joseph K. Torgesen, Professor Directing Thesis; Christopher J. Lonigan, Committee Member; Christopher Schatschneider, Committee Member; Richard K. Wagner, Committee Member.
Subject(s): Psychology
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_etd-1704
Owner Institution: FSU

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Tannenbaum, K. R. (2005). Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third-Grade Children. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-1704