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Title: Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4..
Creator: Kim, Grace Young-Suk, Schatschneider, Christopher, Wanzek, Jeanne, Gatlin, Brandy, Al Otaiba, Stephanie
Abstract/Description: We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of .90 and .80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written compositions were evaluated in widely used evaluation methods for developing writers: holistic scoring, productivity, and curriculum-based writing...
Show moreWe examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of .90 and .80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written compositions were evaluated in widely used evaluation methods for developing writers: holistic scoring, productivity, and curriculum-based writing scores. Results showed that 54% and 52% of variance in narrative and expository compositions were attributable to true individual differences in writing. Students' scores varied largely by tasks (30.44% and 28.61% of variance), but not by raters. To reach the reliability of .90, multiple tasks and raters were needed, and for the reliability of .80, a single rater and multiple tasks were needed. These findings offer important implications about reliably evaluating children's writing skills, given that writing is typically evaluated by a single task and a single rater in classrooms and even in state accountability systems.
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Date Issued: 2017-06-01
Identifier: FSU_pmch_29075050, 10.1007/s11145-017-9724-6, PMC5653319, 29075050, 29075050
Format: Citation

Title: Writing Quality in Chinese Children: Speed and Fluency Matter..
Creator: Yan, Cathy Ming Wai, McBride-Chang, Catherine, Wagner, Richard K, Zhang, Juan, Wong, Anita M Y, Shu, Hua
Abstract/Description: There were two goals of the present study. The first was to create a scoring scheme by which 9-year-old Chinese children's writing compositions could be rated to form a total score for writing quality. The second was to examine cognitive correlates of writing quality at age 9 from measures administered at ages 6-9. Age 9 writing compositions were scored using a 7-element rubric; following confirmatory factor analyses, 5 of these elements were retained to represent overall writing quality for...
Show moreThere were two goals of the present study. The first was to create a scoring scheme by which 9-year-old Chinese children's writing compositions could be rated to form a total score for writing quality. The second was to examine cognitive correlates of writing quality at age 9 from measures administered at ages 6-9. Age 9 writing compositions were scored using a 7-element rubric; following confirmatory factor analyses, 5 of these elements were retained to represent overall writing quality for subsequent analyses. Measures of vocabulary knowledge, Chinese word dictation, phonological awareness, speed of processing, speeded naming, and handwriting fluency at ages 6-9 were all significantly associated with the obtained overall writing quality measure even when the statistical effect of age was removed. With vocabulary knowledge, dictation skill, age, gender, and phonological awareness included in a regression equation, 35% of the variance in age 9 writing quality was explained. With the variables of speed of processing, speeded naming, and handwriting fluency additionally included as a block, 12% additional variance in the equation was explained. In addition to gender, overall unique correlates of writing quality were dictation, speed of processing, and handwriting fluency, underscoring the importance of both general automaticity and specific writing fluency for writing quality development in children.
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Date Issued: 2012-08-01
Identifier: FSU_pmch_25750486, 10.1007/s11145-011-9330-y, PMC4350372, 25750486, 25750486
Format: Citation

Title: Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language..
Creator: Kent, Shawn, Wanzek, Jeanne, Petscher, Yaacov, Al Otaiba, Stephanie, Kim, Young-Suk
Abstract/Description: In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students' reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only...
Show moreIn the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students' reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed.
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Date Issued: 2014-08-01
Identifier: FSU_pmch_25132722, 10.1007/s11145-013-9480-1, PMC4133358, 25132722, 25132722
Format: Citation

Title: Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences..
Creator: Al Otaiba, Stephanie, Lake, Vickie E, Greulich, Luana, Folsom, Jessica S, Guidry, Lisa
Abstract/Description: This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the...
Show moreThis randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the presentation of code-focused skills. TAILS used explicit, scripted lessons, and the Book Buddies required that code-focused instruction take place during shared book reading. Our research goal was to understand which tutoring program would be most effective in improving knowledge about reading, lead to broad and deep language and preparedness of the novice preservice teachers, and yield the most successful student reading outcomes. Findings indicate that all pre-service teachers demonstrated similar gains in knowledge, but preservice teachers in the TAILS program demonstrated broader and deeper application of knowledge and higher self-ratings of preparedness to teach reading. Students in both conditions made similar comprehension gains, but students tutored with TAILS showed significantly stronger decoding gains.
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Date Issued: 2012-01-01
Identifier: FSU_pmch_24204096, 10.1007/s11145-010-9250-2, PMC3818150, 24204096, 24204096
Format: Citation

Title: Rapid serial naming and reading ability: the role of lexical access..
Creator: Logan, Jessica A R, Schatschneider, Christopher, Wagner, Richard K
Abstract/Description: Rapid serial naming tasks are frequently used to explain variance in reading skill. However, the construct being measured by rapid naming is yet undetermined. The Phonological Processing theory suggests that rapid naming relates to reading because of similar demands of access to long-term stored phonological representations of visual stimuli. Some researchers have argued that isolated or discrete-trial naming is a more precise measure of lexical access than serial naming, thus it is likely...
Show moreRapid serial naming tasks are frequently used to explain variance in reading skill. However, the construct being measured by rapid naming is yet undetermined. The Phonological Processing theory suggests that rapid naming relates to reading because of similar demands of access to long-term stored phonological representations of visual stimuli. Some researchers have argued that isolated or discrete-trial naming is a more precise measure of lexical access than serial naming, thus it is likely that any shared variance between these two formats can be attributed to similar lexical access demands. The present study examined whether there remained any variance in reading ability that could be uniquely explained by the rapid naming task while controlling for isolated naming. Structural equation modeling was used to examine these relations within the context of the phonological processing model. Results indicated that serial naming uniquely predicted reading, and the relation was stronger with isolated naming controlled for, suggesting that isolated naming functioned as a suppressor variable in the relation of serial naming with reading.
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Date Issued: 2011-01-01
Identifier: FSU_pmch_22215934, 10.1007/s11145-009-9199-1, PMC3246275, 22215934, 22215934
Format: Citation

Title: The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Puranik, Cynthia, Folsom, Jessica Sidler, Gruelich, Luana
Abstract/Description: In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed...
Show moreIn the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally (p = .06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, vocabulary was positively and uniquely related to word reading and spelling after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity.
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Date Issued: 2014-02-01
Identifier: FSU_pmch_24982590, 10.1007/s11145-013-9440-9, PMC4073102, 24982590, 24982590
Format: Citation

Title: The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors' learning and retention of social studies content.
Creator: Reed, Deborah K, Swanson, Elizabeth, Petscher, Yaacov, Vaughn, Sharon
Abstract/Description: Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students' ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text reading while blocking on all other instructional elements to determine the relative effects on learning content. Predominantly Spanish-English...
Show moreTeacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students' ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text reading while blocking on all other instructional elements to determine the relative effects on learning content. Predominantly Spanish-English bilingual twelfth-graders (n = 123) were randomly assigned to either a TRA or SR condition and provided 1 week of high quality instruction in US history. Daily lessons included teaching key terms in the passage, previewing text headings, and conducting comprehension checks. Results of immediate, 1-week delayed, and 1-month delayed assessments of content learning revealed no significant differences between the two groups. Students were also asked to rate the method of reading they believed best helped them understand and remember information. Students in the SR condition more consistently agreed that reading silently was beneficial. Findings suggest low performing adolescents of different linguistic backgrounds can learn content as well when reading appropriately challenging text silently as when the teacher reads the text aloud to them.
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Date Issued: 2014-08-01
Identifier: FSU_pmch_26346215, 10.1007/s11145-013-9478-8, PMC4557877, 26346215, 26346215
Format: Citation

Title: A Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills.
Creator: Tighe, Elizabeth, Schatschneider, Christopher
Abstract/Description: The purpose of the present study was to investigate and rank order by importance the contributions of various cognitive predictors to reading comprehension in third, seventh, and tenth graders. An exploratory factor analysis revealed that for third grade, the best fit was a four-factor solution including Fluency, Verbal Reasoning, Nonverbal Reasoning, and Working Memory factors. For seventh and tenth grade, three-factor solutions with Fluency, Reasoning, and Working Memory factors were the...
Show moreThe purpose of the present study was to investigate and rank order by importance the contributions of various cognitive predictors to reading comprehension in third, seventh, and tenth graders. An exploratory factor analysis revealed that for third grade, the best fit was a four-factor solution including Fluency, Verbal Reasoning, Nonverbal Reasoning, and Working Memory factors. For seventh and tenth grade, three-factor solutions with Fluency, Reasoning, and Working Memory factors were the best fit. The three and four-factor models were used in separate dominance analyses for each grade to rank order the factors by predictive importance to reading comprehension. Results indicated that Fluency and Verbal Reasoning were the most important predictors of third grade reading comprehension. For seventh grade, Fluency and Reasoning were the most important predictors. By tenth grade, Reasoning was the most important predictor of reading comprehension. Working Memory was the least predictive of reading comprehension across all grade levels. These results suggest that inferential reasoning skills become an important contributor to reading comprehension at increasing grade levels.
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Date Issued: 2014-01-01
Identifier: FSU_pmch_26346315, 10.1007/s11145-013-9435-6, PMC4557879, 26346315, 26346315
Format: Citation

Title: Dialect variation, dialect-shifting, and reading comprehension in second grade.
Creator: Terry, Nicole Patton, Connor, Carol McDonald, Johnson, Lakeisha, Stuckey, Adrienne, Tani, Novell
Abstract/Description: The purpose of this study was to examine second graders' (n=680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively associated with fall achievement scores. NMAE production generally decreased from fall to spring. Students who qualified for the US Free and Reduced Lunch program (FARL) and who had stronger language skills were more likely to decrease their NMAE use (i.e.,...
Show moreThe purpose of this study was to examine second graders' (n=680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively associated with fall achievement scores. NMAE production generally decreased from fall to spring. Students who qualified for the US Free and Reduced Lunch program (FARL) and who had stronger language skills were more likely to decrease their NMAE use (i.e., dialect shifting) than their peers who did not qualify for FARL or their peers with weaker language skills. Dialect shifting for a sub-sample of 102 students who used substantial amounts of NMAE at the beginning of the school year was predicted by school context, controlling for reading and language skills - in general, students who attended more affluent schools dialect shifted to a greater extent than did their peers who attended higher poverty schools. Greater dialect shifting in this group predicted gains in reading comprehension from fall to spring.
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Date Issued: 2016-02-01
Identifier: FSU_pmch_26877595, 10.1007/s11145-015-9593-9, PMC4749275, 26877595, 26877595
Format: Citation

Title: Developmental and Individual Differences in Chinese Writing.
Creator: Guan, Connie Qun, Ye, Feifei, Wagner, Richard K, Meng, Wanjin
Abstract/Description: The goal of the present study was to examine the generalizability of a model of the underlying dimensions of written composition across writing systems (Chinese Mandarin vs. English) and level of writing skill. A five-factor model of writing originally developed from analyses of 1st and 4th grade English writing samples was applied to Chinese writing samples obtained from 4th and 7th grade students. Confirmatory factor analysis was used to compare the fits of alternative models of written...
Show moreThe goal of the present study was to examine the generalizability of a model of the underlying dimensions of written composition across writing systems (Chinese Mandarin vs. English) and level of writing skill. A five-factor model of writing originally developed from analyses of 1st and 4th grade English writing samples was applied to Chinese writing samples obtained from 4th and 7th grade students. Confirmatory factor analysis was used to compare the fits of alternative models of written composition. The results suggest that the five-factor model of written composition generalizes to Chinese writing samples and applies to both less skilled (Grade 4) and more skilled (Grade 7) writing, with differences in factor means between grades that vary in magnitude across factors.
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Date Issued: 2013-07-01
Identifier: FSU_pmch_26038631, 10.1007/s11145-012-9405-4, PMC4450100, 26038631, 26038631
Format: Citation

Title: The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners.
Creator: Reed, Deborah K, Petscher, Yaacov, Foorman, Barbara R
Abstract/Description: This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6-10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (ΔR(2) = .11 to .31) in comprehension as compared to spelling (ΔR(2) = .01 to .09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional...
Show moreThis study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6-10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (ΔR(2) = .11 to .31) in comprehension as compared to spelling (ΔR(2) = .01 to .09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional analysis and functioned as a mediator of the impact of vocabulary knowledge at all levels. The direct effect of vocabulary was strong but lower in magnitude at each successive grade level from .58 in grade 6 to .41 in grade 10 while the indirect effect through spelling increased in magnitude at each successive grade level from .09 in grade 6 to .16 in grade 10. There were no significant differences between the language groups in the magnitude of the indirect impact, suggesting both groups of students relied more on both sources of lexical information in higher grades as compared to students in lower grades.
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Date Issued: 2016-04-01
Identifier: FSU_pmch_27313395, 10.1007/s11145-015-9619-3, PMC4905721, 27313395, 27313395
Format: Citation

Title: Statistical Learning is Related to Early Literacy-Related Skills.
Creator: Spencer, Mercedes, Kaschak, Michael P, Jones, John L, Lonigan, Christopher J
Abstract/Description: It has been demonstrated that statistical learning, or the ability to use statistical information to learn the structure of one's environment, plays a role in young children's acquisition of linguistic knowledge. Although most research on statistical learning has focused on language acquisition processes, such as the segmentation of words from fluent speech and the learning of syntactic structure, some recent studies have explored the extent to which individual differences in statistical...
Show moreIt has been demonstrated that statistical learning, or the ability to use statistical information to learn the structure of one's environment, plays a role in young children's acquisition of linguistic knowledge. Although most research on statistical learning has focused on language acquisition processes, such as the segmentation of words from fluent speech and the learning of syntactic structure, some recent studies have explored the extent to which individual differences in statistical learning are related to literacy-relevant knowledge and skills. The present study extends on this literature by investigating the relations between two measures of statistical learning and multiple measures of skills that are critical to the development of literacy-oral language, vocabulary knowledge, and phonological processing-within a single model. Our sample included a total of 553 typically developing children from prekindergarten through second grade. Structural equation modeling revealed that statistical learning accounted for a unique portion of the variance in these literacy-related skills. Practical implications for instruction and assessment are discussed.
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Date Issued: 2015-04-01
Identifier: FSU_pmch_26478658, 10.1007/s11145-014-9533-0, PMC4607284, 26478658, 26478658
Format: Citation

Title: The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2.
Creator: Foorman, Barbara R, Herrera, Sarah, Petscher, Yaacov, Mitchell, Alison, Truckenmiller, Adrea
Abstract/Description: This study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological awareness, syntax, vocabulary, listening comprehension, and decoding fluency measures in mid-year. Outcome measures included a listening comprehension...
Show moreThis study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological awareness, syntax, vocabulary, listening comprehension, and decoding fluency measures in mid-year. Outcome measures included a listening comprehension measure in Kindergarten and a reading comprehension test in Grades1 and 2. In Kindergarten, oral language (consisting of listening comprehension, syntax, and vocabulary) shared variance with phonological awareness in predicting a listening comprehension outcome. However, in Grades 1 and 2, phonological awareness was no longer predictive of reading comprehension when decoding fluency and oral language were included in the model. In Grades 1 and 2, oral language and decoding fluency were significant predictors of reading comprehension.
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Date Issued: 2015-05-01
Identifier: FSU_pmch_27660395, 10.1007/s11145-015-9544-5, PMC5029469, 27660395, 27660395
Format: Citation

Title: Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties.
Creator: Wanzek, Jeanne, Roberts, Greg, Al Otaiba, Stephanie
Abstract/Description: The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly...
Show moreThe purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students' social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes.
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Date Issued: 2014-01-01
Identifier: FSU_pmch_24665162, 10.1007/s11145-013-9433-8, PMC3961576, 24665162, 24665162
Format: Citation

Title: Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
Creator: Spencer, Mercedes, Muse, Andrea, Wagner, Richard K, Foorman, Barbara, Petscher, Yaacov, Schatschneider, Christopher, Tighe, Elizabeth L, Bishop, M Denise
Abstract/Description: We report results from two studies on the underlying dimensions of morphological awareness and vocabulary knowledge in elementary-aged children. In Study 1, 99 fourth-grade students were given multiple measures of morphological awareness and vocabulary. A single factor accounted for individual differences in all morphology and vocabulary assessments. Study 2 extended these results by giving 90 eighth-grade students expanded measures of vocabulary and morphology that assessed (a) definitional...
Show moreWe report results from two studies on the underlying dimensions of morphological awareness and vocabulary knowledge in elementary-aged children. In Study 1, 99 fourth-grade students were given multiple measures of morphological awareness and vocabulary. A single factor accounted for individual differences in all morphology and vocabulary assessments. Study 2 extended these results by giving 90 eighth-grade students expanded measures of vocabulary and morphology that assessed (a) definitional knowledge, (b) usage, (c) relational knowledge, and (d) knowledge of morphological variants, with each potential aspect of knowledge assessed using an identical set of 23 words to control for differential knowledge of specific vocabulary items. Results indicated that a single-factor model that encompassed morphological and vocabulary knowledge provided the best fit to the data. Finally, explanatory item response modeling was used to investigate sources of variance in the vocabulary and morphological awareness tasks we administered. Implications for assessment and instruction are discussed.
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Date Issued: 2015-09-01
Identifier: FSU_pmch_26273128, 10.1007/s11145-015-9557-0, PMC4530804, 26273128, 26273128
Format: Citation

Title: Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches..
Creator: Piasta, Shayne B, Purpura, David J, Wagner, Richard K
Abstract/Description: Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control). Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name and sound instruction or letter sound only instruction. Thirty-four 15 minute lessons were provided, with children pre- and post-tested on alphabet, phonological awareness, letter-word identification, emergent reading, and...
Show morePreschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control). Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name and sound instruction or letter sound only instruction. Thirty-four 15 minute lessons were provided, with children pre- and post-tested on alphabet, phonological awareness, letter-word identification, emergent reading, and developmental spelling measures. Results suggest benefits of combined letter name and sound instruction in promoting children's letter sound acquisition. Benefits did not generalize to other emergent literacy skills.
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Date Issued: 2010-07-01
Identifier: FSU_pmch_20563245, 10.1007/s11145-009-9174-x, PMC2885812, 20563245, 20563245
Format: Citation

Title: From Scribbles to Scrabble: Preschool Children's Developing Knowledge of Written Language..
Creator: Puranik, Cynthia S, Lonigan, Christopher J
Abstract/Description: The purpose of this study was to concurrently examine the development of written language across several writing tasks and to investigate how writing features develop in preschool children. Emergent written language knowledge of 372 preschoolers was assessed using numerous writing tasks. The findings from this study indicate that children possess a great deal of writing knowledge before beginning school. Children appear to progress along a continuum from scribbling to conventional spelling,...
Show moreThe purpose of this study was to concurrently examine the development of written language across several writing tasks and to investigate how writing features develop in preschool children. Emergent written language knowledge of 372 preschoolers was assessed using numerous writing tasks. The findings from this study indicate that children possess a great deal of writing knowledge before beginning school. Children appear to progress along a continuum from scribbling to conventional spelling, and this progression is linear and task dependent. There was clear evidence to support the claim that universal writing features develop before language-specific features. Children as young as 3 years possess knowledge regarding universal and language-specific writing features. There is substantial developmental continuity in literacy skills from the preschool period into early elementary grades. Implications of these findings on writing development are discussed.
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Date Issued: 2011-05-01
Identifier: FSU_pmch_22448101, 10.1007/s11145-009-9220-8, PMC3309424, 22448101, 22448101
Format: Citation

Title: Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.
Creator: Puranik, Cynthia S, Al Otaiba, Stephanie, Sidler, Jessica Folsom, Greulich, Luana
Abstract/Description: The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing...
Show moreThe objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners' writing performance.
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Date Issued: 2014-02-01
Identifier: FSU_pmch_24578591, 10.1007/s11145-013-9441-8, PMC3932498, 24578591, 24578591
Format: Citation

Title: Examining the contribution of handwriting and spelling to written expression in kindergarten children.
Creator: Puranik, Cynthia S, Al Otaiba, Stephanie
Abstract/Description: In this study, we examined the development of beginning writing skills in kindergarten children and the contribution of spelling and handwriting to these writing skills after accounting for early language, literacy, cognitive skills, and student characteristics. Two hundred and forty two children were given a battery of cognitive, oral language, reading, and writing measures. They exhibited a range of competency in spelling, handwriting, written expression, and in their ability to express...
Show moreIn this study, we examined the development of beginning writing skills in kindergarten children and the contribution of spelling and handwriting to these writing skills after accounting for early language, literacy, cognitive skills, and student characteristics. Two hundred and forty two children were given a battery of cognitive, oral language, reading, and writing measures. They exhibited a range of competency in spelling, handwriting, written expression, and in their ability to express ideas. Handwriting and spelling made statistically significant contributions to written expression, demonstrating the importance of these lower-order transcription skills to higher order text-generation skills from a very early age. The contributions of oral language and reading skills were not significant. Implications of these findings for writing development and instruction are addressed.
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Date Issued: 2012-01-01
Identifier: FSU_pmch_23087544, 10.1007/s11145-011-9331-x, PMC3474373, 23087544, 23087544
Format: Citation

Title: Individual and group sensitivity to remedial reading program design: Examining reading gains across three middle school reading projects..
Creator: Calhoon, Mary Beth, Petscher, Yaacov
Abstract/Description: The purpose of this project was to examine group- and individual-level responses by struggling adolescents readers (6(th) - 8(th) grades; N = 155) to three different modalities of the same reading program, Reading Achievement Multi-Component Program (RAMP-UP). The three modalities differ in the combination of reading components (phonological decoding, spelling, fluency, comprehension) that are taught and their organization. Latent change scores were used to examine changes in phonological...
Show moreThe purpose of this project was to examine group- and individual-level responses by struggling adolescents readers (6(th) - 8(th) grades; N = 155) to three different modalities of the same reading program, Reading Achievement Multi-Component Program (RAMP-UP). The three modalities differ in the combination of reading components (phonological decoding, spelling, fluency, comprehension) that are taught and their organization. Latent change scores were used to examine changes in phonological decoding, fluency, and comprehension for each modality at the group level. In addition, individual students were classified as gainers versus non-gainers (a reading level increase of a year or more vs. less than one year) so that characteristics of gainers and differential sensitivity to instructional modality could be investigated. Findings from both group and individual analyses indicated that reading outcomes were related to modalities of reading instruction. Furthermore, differences in reading gains were seen between students who began treatment with higher reading scores than those with lower reading scores; dependent on modality of treatment. Results, examining group and individual analyses similarities and differences, and the effect the different modalities have on reading outcomes for older struggling readers will be discussed.
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Date Issued: 2013-04-01
Identifier: FSU_pmch_25657503, 10.1007/s11145-013-9426-7, PMC4314959, 25657503, 25657503
Format: Citation

Title: Improving the Reliability of Student Scores from Speeded Assessments: An Illustration of Conditional Item Response Theory Using a Computer-Administered Measure of Vocabulary..
Creator: Petscher, Yaacov, Mitchell, Alison M, Foorman, Barbara R
Abstract/Description: A growing body of literature suggests that response latency, the amount of time it takes an individual to respond to an item, may be an important factor to consider when using assessment data to estimate the ability of an individual. Considering that tests of passage and list fluency are being adapted to a computer administration format, it is possible that accounting for individual differences in response times may be an increasingly feasible option to strengthen the precision of individual...
Show moreA growing body of literature suggests that response latency, the amount of time it takes an individual to respond to an item, may be an important factor to consider when using assessment data to estimate the ability of an individual. Considering that tests of passage and list fluency are being adapted to a computer administration format, it is possible that accounting for individual differences in response times may be an increasingly feasible option to strengthen the precision of individual scores. The present research evaluated the differential reliability of scores when using classical test theory and item response theory as compared to a conditional item response model which includes response time as an item parameter. Results indicated that the precision of student ability scores increased by an average of 5 % when using the conditional item response model, with greater improvements for those who were average or high ability. Implications for measurement models of speeded assessments are discussed.
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Date Issued: 2015-01-01
Identifier: FSU_pmch_27721568, 10.1007/s11145-014-9518-z, PMC5053774, 27721568, 27721568
Format: Citation

Title: Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?.
Creator: Kim, Young-Suk Grace, Park, Chea Hyeong, Wagner, Richard K
Abstract/Description: In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency...
Show moreIn the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency was a dissociable construct for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text reading fluency for first graders, but not for kindergartners, over and above word reading fluency. In addition, text reading fluency was uniquely related to reading comprehension for kindergartners, but not for first graders, after accounting for word reading fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for reading comprehension component skills including text reading fluency.
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Date Issued: 2014-01-01
Identifier: FSU_pmch_25653474, 10.1007/s11145-013-9434-7, PMC4313766, 25653474, 25653474
Format: Citation

Title: Modeling the development of written language.
Creator: Wagner, Richard K, Puranik, Cynthia S, Foorman, Barbara, Foster, Elizabeth, Wilson, Laura Gehron, Tschinkel, Erika, Kantor, Patricia Thatcher
Abstract/Description: Alternative models of the structure of individual and developmental differences of written composition and handwriting fluency were tested using confirmatory factor analysis of writing samples provided by first- and fourth-grade students. For both groups, a five-factor model provided the best fit to the data. Four of the factors represented aspects of written composition: macro-organization (use of top sentence and number and ordering of ideas), productivity (number and diversity of words...
Show moreAlternative models of the structure of individual and developmental differences of written composition and handwriting fluency were tested using confirmatory factor analysis of writing samples provided by first- and fourth-grade students. For both groups, a five-factor model provided the best fit to the data. Four of the factors represented aspects of written composition: macro-organization (use of top sentence and number and ordering of ideas), productivity (number and diversity of words used), complexity (mean length of T-unit and syntactic density), and spelling and punctuation. The fifth factor represented handwriting fluency. Handwriting fluency was correlated with written composition factors at both grades. The magnitude of developmental differences between first grade and fourth grade expressed as effect sizes varied for variables representing the five constructs: large effect sizes were found for productivity and handwriting fluency variables; moderate effect sizes were found for complexity and macro-organization variables; and minimal effect sizes were found for spelling and punctuation variables.
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Date Issued: 2011-02-01
Identifier: FSU_pmch_22228924, 10.1007/s11145-010-9266-7, PMC3249727, 22228924, 22228924
Format: Citation

Title: Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
Creator: Tighe, Elizabeth L, Wagner, Richard K, Schatschneider, Christopher
Abstract/Description: This study demonstrates the utility of applying a causal indicator modeling framework to investigate important predictors of reading comprehension in third, seventh, and tenth grade students. The results indicated that a 4-factor multiple indicator multiple indicator cause (MIMIC) model of reading comprehension provided adequate fit at each grade level. This model included latent predictor constructs of decoding, verbal reasoning, nonverbal reasoning, and working memory and accounted for a...
Show moreThis study demonstrates the utility of applying a causal indicator modeling framework to investigate important predictors of reading comprehension in third, seventh, and tenth grade students. The results indicated that a 4-factor multiple indicator multiple indicator cause (MIMIC) model of reading comprehension provided adequate fit at each grade level. This model included latent predictor constructs of decoding, verbal reasoning, nonverbal reasoning, and working memory and accounted for a large portion of the reading comprehension variance (73% to 87%) across grade levels. Verbal reasoning contributed the most unique variance to reading comprehension at all grade levels. In addition, we fit a multiple group 4-factor MIMIC model to investigate the relative stability (or variability) of the predictor contributions to reading comprehension across development (i.e., grade levels). The results revealed that the contributions of verbal reasoning, nonverbal reasoning, and working memory to reading comprehension were stable across the three grade levels. Decoding was the only predictor that could not be constrained to be equal across grade levels. The contribution of decoding skills to reading comprehension was higher in third grade and then remained relatively stable between seventh and tenth grade. These findings illustrate the feasibility of using MIMIC models to explain individual differences in reading comprehension across the development of reading skills.
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Date Issued: 2015-04-01
Identifier: FSU_pmch_25821346, 10.1007/s11145-014-9532-1, PMC4371741, 25821346, 25821346
Format: Citation

Florida Learning Disability Research Center (24)	+ -
Florida Center for Reading Research (7)	+ -

text (24)	+ -
journal article (6)	+ -

Wagner, Richard K (8)	+ -
Al Otaiba, Stephanie (7)	+ -
Petscher, Yaacov (7)	+ -
Schatschneider, Christopher (5)	+ -
Puranik, Cynthia S (4)	+ -

Foorman, Barbara R (3)	+ -
Wanzek, Jeanne (3)	+ -
Foorman, Barbara (2)	+ -
Greulich, Luana (2)	+ -
Kim, Young-Suk (2)	+ -
Lonigan, Christopher J (2)	+ -
Reed, Deborah K (2)	+ -
Spencer, Mercedes (2)	+ -
Tighe, Elizabeth L (2)	+ -
Bishop, M Denise (1)	+ -
Calhoon, Mary Beth (1)	+ -
Connor, Carol McDonald (1)	+ -
Folsom, Jessica S (1)	+ -
Folsom, Jessica Sidler (1)	+ -
Foster, Elizabeth (1)	+ -
Gatlin, Brandy (1)	+ -
Gruelich, Luana (1)	+ -
Guan, Connie Qun (1)	+ -
Guidry, Lisa (1)	+ -
Herrera, Sarah (1)	+ -
Johnson, Lakeisha (1)	+ -
Jones, John L (1)	+ -
Kantor, Patricia Thatcher (1)	+ -
Kaschak, Michael P (1)	+ -
Kent, Shawn (1)	+ -

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