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Latent Change Score Modeling Approach to Investigating Developmental Relations between Phonological Awareness and Decoding Ability in Early Readers

Title: A Latent Change Score Modeling Approach to Investigating Developmental Relations between Phonological Awareness and Decoding Ability in Early Readers.
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Name(s): Spencer, Mercedes, author
Wagner, Richard K., professor directing dissertation
Catts, Hugh W., university representative
Borovsky, Arielle A., committee member
Kaschak, Michael P., committee member
Schatschneider, Christopher, committee member
Florida State University, degree granting institution
College of Arts and Sciences, degree granting college
Department of Psychology , degree granting department
Type of Resource: text
Genre: Text
Doctoral Thesis
Issuance: monographic
Date Issued: 2016
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource (133 pages)
Language(s): English
Abstract/Description: The present study investigated the dynamic developmental relations between phonological awareness and decoding ability in two groups of 3- and 4-year-old children (N = 2,513) from the Head Start Impact Study (U.S. Department of Health and Human Services, 2002-2006) who were followed through the end of kindergarten. Children were randomly assigned to either receive Head Start or not. Using latent change score modeling methods, I tested several hypotheses regarding developmental influences among these literacy skills: (1) phonological awareness and decoding skills are developmentally correlated but do not influence one another; (2) phonological awareness influences decoding ability; (3) decoding ability influences phonological awareness; or (4) phonological awareness and decoding ability simultaneously influence one another. Results indicated that decoding ability predicted change in phonological awareness for 3- and 4-year-old children. The same trend emerged when the 3- and 4-year-olds were examined separately. Mixture modeling suggested no evidence for more than one latent class for both Head Start participants and controls, indicating an absence of differing developmental trajectories. The implications of these findings are discussed.
Identifier: FSU_2017SP_Spencer_fsu_0071E_13622 (IID)
Submitted Note: A Dissertation submitted to the Department of Psychology in partial fulfillment of the Doctor of Philosophy.
Degree Awarded: Fall Semester 2016.
Date of Defense: December 7, 2016.
Keywords: Head Start, Latent Variable Analysis, Longitudinal, Phonological Awareness, Preschool, Word Reading
Bibliography Note: Includes bibliographical references.
Advisory Committee: Richard K. Wagner, Professor Directing Dissertation; Hugh W. Catts, University Representative; Arielle A. Borovsky, Committee Member; Michael P. Kaschak, Committee Member; Christopher Schatschneider, Committee Member.
Subject(s): Education
Psychology
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_2017SP_Spencer_fsu_0071E_13622
Owner Institution: FSU

Choose the citation style.
Spencer, M. (2016). A Latent Change Score Modeling Approach to Investigating Developmental Relations between Phonological Awareness and Decoding Ability in Early Readers. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2017SP_Spencer_fsu_0071E_13622