Search results

Title: Improving Kindergarten Students' Writing Outcomes Using Peer-assisted Strategies.
Creator: Puranik, Cynthia S., Petscher, Yaacov, Al Otaiba, Stephanie, Lemons, Christopher J.
Abstract/Description: The primary focus of this study was to determine the feasibility of teacher implementation of peer-assisted writing strategies (PAWS) in improving the writing outcomes of kindergarten children. Six classrooms were recruited, and 3 were randomly assigned to the experimental condition. Results indicated that the content, length, and formatting of the lessons were adequate for the teachers to deliver the lessons with fidelity. Students enjoyed PAWS, as reflected in the end-of-the-year surveys....
Show moreThe primary focus of this study was to determine the feasibility of teacher implementation of peer-assisted writing strategies (PAWS) in improving the writing outcomes of kindergarten children. Six classrooms were recruited, and 3 were randomly assigned to the experimental condition. Results indicated that the content, length, and formatting of the lessons were adequate for the teachers to deliver the lessons with fidelity. Students enjoyed PAWS, as reflected in the end-of-the-year surveys. Statistically significant differences between the experimental and control classrooms were noted for punctuation and sentence writing quality. In addition, preliminary results with our small sample size suggest that differences in writing performance between the PAWS and control classrooms were moderated by school type. In the medium-performing schools, differences between pre- and posttest scores were statistically significant for alphabet-writing fluency, punctuation, and sentence and essay curriculum-based writing measures, with effect sizes ranging from 0.69 to 1.96.
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Date Issued: 2018-06-01
Identifier: FSU_libsubv1_wos_000432919700007
Format: Citation

Title: Advanced (Measurement) Applications of Curriculum-Based Measurement in Reading.
Creator: Petscher, Yaacov, Cummings, Kelli Dawn, Biancarosa, Gina, Fien, Hank
Abstract/Description: The purpose of this article is to provide a commentary on the current state of several measurement issues pertaining to curriculum-based measures of reading (R-CBM). We begin by providing an overview of the utility of R-CBM, followed by a presentation of five specific measurements considerations: 1) the reliability of R-CBM oral reading fluency, 2) issues pertaining to form effects, 3) the generalizability of scores from R-CBM, 4) measurement error, and 5) linearity of growth in R-CBM. We...
Show moreThe purpose of this article is to provide a commentary on the current state of several measurement issues pertaining to curriculum-based measures of reading (R-CBM). We begin by providing an overview of the utility of R-CBM, followed by a presentation of five specific measurements considerations: 1) the reliability of R-CBM oral reading fluency, 2) issues pertaining to form effects, 3) the generalizability of scores from R-CBM, 4) measurement error, and 5) linearity of growth in R-CBM. We then conclude with a presentation of the purpose for this issue and broadly introduce the articles in the special issue. Because oral reading fluency is one of the most common measures of R-CBM, much of the review is focused on this particular type of assessment; however, the issues presented extend to other assessments of R-CBM.
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Date Issued: 2013-03-01
Identifier: FSU_pmch_26346551, 10.1177/1534508412461434, PMC4557774, 26346551, 26346551
Format: Citation

Title: Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)..
Creator: Dombek, Jennifer, Crowe, Elizabeth C, Spencer, Mercedes, Tighe, Elizabeth L, Coffinger, Sean, Zargar, Elham, Wood, Taffeta, Petscher, Yaacov
Abstract/Description: With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be...
Show moreWith national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n=230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through fourth grade. Results reveal that CALI demonstrates promise as a useable and feasible instructional individualized general education program, and is efficacious in improving social studies (=2.2) and science (=2.1) knowledge, with some evidence of improving oral and reading comprehension skills (=.125).
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Date Issued: 2017-04-01
Identifier: FSU_pmch_28479610, 10.1037/edu0000128, PMC5415842, 28479610, 28479610
Format: Citation

Title: Aggression and Violence in Sport: Moving Beyond the Debate..
Creator: Sacks, David N, Petscher, Yaacov, Stanley, Christopher T, Tenenbaum, Gershon
Abstract/Description: This paper is the latest in a series of articles published in The Sport Psychologist in recent years on aggression and violence in sport (Kerr, 1999, 2002; Tenenbaum, Sacks, Miller, Golden, & Doolin, 2000; Tenenbaum, Stewart, Singer, & Duda, 1997). While these respective articles have presented dissenting views on the nature and prevention of aggression and violence in sport, the present paper proposes that much of the apparent disagreement is semantic in nature. Thus, this paper begins by...
Show moreThis paper is the latest in a series of articles published in The Sport Psychologist in recent years on aggression and violence in sport (Kerr, 1999, 2002; Tenenbaum, Sacks, Miller, Golden, & Doolin, 2000; Tenenbaum, Stewart, Singer, & Duda, 1997). While these respective articles have presented dissenting views on the nature and prevention of aggression and violence in sport, the present paper proposes that much of the apparent disagreement is semantic in nature. Thus, this paper begins by clarifying some definitional issues before specifying both areas of agreement and continued dissention among recent authors. Major emphases in this paper include the importance of adopting preventative rather than reactive measures to reduce the dangers associated with aggression and violence in sport, as well as the manner in which adult sport norms affect youth sport environments. In addition, several broader issues, which have emerged from these recent published debates, are presented for future consideration.
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Date Issued: 2003-01-01
Identifier: FSU_pmch_26855638, 10.1080/1612197X.2003.9671710, PMC4743757, 26855638, 26855638
Format: Citation

Title: Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: a randomized controlled trial..
Creator: Truckenmiller, Adrea J, Eckert, Tanya L, Codding, Robin S, Petscher, Yaacov
Abstract/Description: The purpose of this randomized controlled trial was to evaluate elementary-aged students' writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student's initial level of writing fluency. Third-grade students (n=133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n=46), a practice-only condition (i.e., weekly writing practice; n=39), or an instructional control condition (n=48) for...
Show moreThe purpose of this randomized controlled trial was to evaluate elementary-aged students' writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student's initial level of writing fluency. Third-grade students (n=133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n=46), a practice-only condition (i.e., weekly writing practice; n=39), or an instructional control condition (n=48) for 8weeks. Findings included support for use of performance feedback as an instructional component in general education classrooms (Hedges' g=0.66), whereas simple practice with curriculum-based measurement in written expression did not produce growth significantly greater than standard instructional practices. The hypothesis that girls write significantly more than boys was supported. However, girls and boys did not differ in their rate of growth. Finally, students' initial risk status in writing fluency did not differentially predict growth in writing fluency over the course of the study. Implications for incorporating feedback as a basic component of intervention in writing are discussed.
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Date Issued: 2014-12-01
Identifier: FSU_pmch_25432270, 10.1016/j.jsp.2014.09.001, PMC5046133, 25432270, 25432270, S0022-4405(14)00069-7
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: Exploring the Dimensionality of Morphological Knowledge for Adolescent Readers.
Creator: Goodwin, Amanda P, Petscher, Yaacov, Carlisle, Joanne F, Mitchell, Alison M
Abstract/Description: This study examined the dimensionality of morphological knowledge. The performance of 371 seventh- and eighth-graders on seven morphological knowledge tasks was investigated using confirmatory factor analysis. Results suggested that morphological knowledge was best fit by a bifactor model with a general factor of morphological knowledge and seven specific factors, representing tasks that tap different facets of morphological knowledge. Next, structural equation modelling was used to explore...
Show moreThis study examined the dimensionality of morphological knowledge. The performance of 371 seventh- and eighth-graders on seven morphological knowledge tasks was investigated using confirmatory factor analysis. Results suggested that morphological knowledge was best fit by a bifactor model with a general factor of morphological knowledge and seven specific factors, representing tasks that tap different facets of morphological knowledge. Next, structural equation modelling was used to explore links to literacy outcomes. Results indicated the general factor and the specific factor of morphological meaning processing showed significant positive associations with reading comprehension and vocabulary. Also, the specific factor of generating morphologically related words showed significant positive associations with vocabulary, while specific factors of morphological word reading and spelling processing showed small negative relationships to reading comprehension and vocabulary. Findings highlight the complexity of morphological knowledge and suggest the importance of being cognizant of the nature of morphology when designing and interpreting studies.
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Date Issued: 2017-02-01
Identifier: FSU_pmch_28239208, 10.1111/1467-9817.12064, PMC5321651, 28239208, 28239208
Format: Citation

Title: Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers' Achievement..
Creator: Reutzel, D Ray, Spichtig, Alexandra N, Petscher, Yaacov
Abstract/Description: The authors' purpose was to explore the effects of a supplementary, guided, silent reading intervention with 80 struggling third-grade readers who were retained at grade level as a result of poor performance on the reading portion of a criterion referenced state assessment. The students were distributed in 11 elementary schools in a large, urban school district in the state of Florida. A matched, quasi-experimental design was constructed using propensity scores for this study. Students in the...
Show moreThe authors' purpose was to explore the effects of a supplementary, guided, silent reading intervention with 80 struggling third-grade readers who were retained at grade level as a result of poor performance on the reading portion of a criterion referenced state assessment. The students were distributed in 11 elementary schools in a large, urban school district in the state of Florida. A matched, quasi-experimental design was constructed using propensity scores for this study. Students in the guided, silent reading intervention, Reading Plus, evidenced higher, statistically significant mean scores on the Florida Comprehensive Assessment Test criterion assessment measure of reading at posttest. The effect size, favoring the guided, silent reading intervention group was large, 1 full standard deviation, when comparing the 2 comparison groups' mean posttest scores. As such, the results indicate a large advantage for providing struggling third-grade readers guided silent reading fluency practice in a computer-based practice environment. No significant difference was found between the treatment and control group on the Stanford Achievement Test-10 (SAT-10) posttest scores, although posttest scores for the treatment group trended higher than the control. After conducting a power analysis, it was determined that the sample size (n = 80) was too small to provide sufficient statistical power to detect a difference in third-grade students' SAT-10 scores.
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Date Issued: 2012-01-01
Identifier: FSU_pmch_26346539, 10.1080/00220671.2011.629693, PMC4557881, 26346539, 26346539
Format: Citation

Title: Floor effects associated with universal screening and their impact on the early identification of reading disabilities.
Creator: Catts, Hugh W, Petscher, Yaacov, Schatschneider, Christopher, Sittner Bridges, Mindy, Mendoza, Katherin
Abstract/Description: Response to intervention (RTI) holds great promise for the early identification and prevention of reading disabilities. The success of RTI rests in part on the accuracy of universal screening tools used within this framework. Despite advancements, screening instruments designed to identify children at risk for reading disabilities continue to have limited predictive validity. In this study, the authors examined a common screening instrument for the presence of floor effects and investigated...
Show moreResponse to intervention (RTI) holds great promise for the early identification and prevention of reading disabilities. The success of RTI rests in part on the accuracy of universal screening tools used within this framework. Despite advancements, screening instruments designed to identify children at risk for reading disabilities continue to have limited predictive validity. In this study, the authors examined a common screening instrument for the presence of floor effects and investigated the impact that these effects have on the predictive validity of the instrument. Longitudinal data (kindergarten to third grade) from a large cohort of children were used. These data included children's performance on five measures from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and two reading achievement outcome measures. The results showed that DIBELS measures were characterized by floor effects in their initial administrations and that these effects reduced the predictive validity of the measures. The implications of these findings for early identification are discussed.
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Date Issued: 2009-03-01
Identifier: FSU_pmch_19098274, 10.1177/0022219408326219, PMC4308976, 19098274, 19098274, 0022219408326219
Format: Citation

Title: The Gifted Rating Scales-School Form: A Validation Study Based on Age, Gender, and Race..
Creator: Pfeiffer, Steven I, Petscher, Yaacov, Kumtepe, Alper
Abstract/Description: This study examined the internal consistency and validity of a new rating scale to identify gifted students, the Gifted Rating Scales-School Form (GRS-S). The study explored the effect of gender, race/ethnicity, age, and rater familiarity on GRS-S ratings. One hundred twenty-two students in first to eighth grade from elementary and middle schools in the southeastern United States participated in the investigation. Results indicated high internal consistency for the six GRS-S scales:...
Show moreThis study examined the internal consistency and validity of a new rating scale to identify gifted students, the Gifted Rating Scales-School Form (GRS-S). The study explored the effect of gender, race/ethnicity, age, and rater familiarity on GRS-S ratings. One hundred twenty-two students in first to eighth grade from elementary and middle schools in the southeastern United States participated in the investigation. Results indicated high internal consistency for the six GRS-S scales: Intellectual Ability, Academic Ability, Creativity, Artistic Talent, Leadership, and Motivation. Results revealed no effect of race/ethnicity, age, or rater familiarity with the student. There was no significant effect for gender, although a trend was noted for girls rated slightly higher than boys across all scales. This trend was consistent with analyses of the standardization data and with cross-cultural findings using translated versions of the GRS-S. The present findings provided support for the GRS-S as a valid gifted screening instrument.
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Date Issued: 2008-01-01
Identifier: FSU_pmch_26366036, 10.1080/02783190801955418, PMC4563806, 26366036, 26366036
Format: Citation

Title: The Gifted Rating Scales-Preschool/Kindergarten Form: An Analysis of the Standardization Sample Based on Age, Gender, and Race..
Creator: Pfeiffer, Steven L, Petscher, Yaacov, Jarosewich, Tania
Abstract/Description: This study reports on an analysis of the standardization sample of a rating scale designed to assist in identification of gifted students. The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) is based on a multidimensional model of giftedness designed for preschool and kindergarten students. Results provide support for: the internal structure of the scale; no age differences across the 3-year age span 4:0-6:11; gender differences on only one of the five scales; artistic talent; and...
Show moreThis study reports on an analysis of the standardization sample of a rating scale designed to assist in identification of gifted students. The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) is based on a multidimensional model of giftedness designed for preschool and kindergarten students. Results provide support for: the internal structure of the scale; no age differences across the 3-year age span 4:0-6:11; gender differences on only one of the five scales; artistic talent; and small but statistically significant race/ethnicity differences with Asian Americans rated, on average, 1.5 scale-score points higher than whites and Native Americans and 7 points higher than African American and Hispanic students. The present findings provide support for the GRS-P as a valid screening test for giftedness.
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Date Issued: 2007-01-01
Identifier: FSU_pmch_26346963, 10.1080/02783190709554410, PMC4557809, 26346963, 26346963
Format: Citation

Title: Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades.
Creator: Foorman, Barbara R, Koon, Sharon, Petscher, Yaacov, Mitchell, Alison, Truckenmiller, Adrea
Abstract/Description: The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population-adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to represent these constructs with minimal error and to examine whether residual variance unaccounted for by oral language can be captured by specific...
Show moreThe objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population-adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to represent these constructs with minimal error and to examine whether residual variance unaccounted for by oral language can be captured by specific factors of syntax and vocabulary. A 1-, 3-, 4-, and bifactor model were tested with 1,792 students in 18 schools in 2 large urban districts in the Southeast. Students were individually administered measures of expressive and receptive vocabulary, syntax, and decoding fluency in mid-year. At the end of the year students took the state reading test as well as a group-administered, norm-referenced test of reading comprehension. The bifactor model fit the data best in all 7 grades and explained 72% to 99% of the variance in reading comprehension. The specific factors of syntax and vocabulary explained significant unique variance in reading comprehension in 1 grade each. The decoding fluency factor was significantly correlated with the reading comprehension and oral language factors in all grades, but, in the presence of the oral language factor, was not significantly associated with the reading comprehension factor. Results support a bifactor model of lexical knowledge rather than the 3-factor model of the Simple View of Reading, with the vast amount of variance in reading comprehension explained by a general oral language factor.
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Date Issued: 2015-08-01
Identifier: FSU_pmch_26346839, 10.1037/edu0000026, PMC4557887, 26346839, 26346839
Format: Citation

Title: Learning to write letters: examination of student and letter factors..
Creator: Puranik, Cynthia S, Petscher, Yaacov, Lonigan, Christopher J
Abstract/Description: Learning to write the letters of the alphabet is an important part of learning how to write conventionally. In this study, we investigated critical factors in the development of letter-writing skills using exploratory item response models to simultaneously account for variance in responses due to differences between students and between letters. Letter-writing skills were assessed in 415 preschool children aged 3 to 5 years. At the student level, we examined the contribution of letter-name...
Show moreLearning to write the letters of the alphabet is an important part of learning how to write conventionally. In this study, we investigated critical factors in the development of letter-writing skills using exploratory item response models to simultaneously account for variance in responses due to differences between students and between letters. Letter-writing skills were assessed in 415 preschool children aged 3 to 5 years. At the student level, we examined the contribution of letter-name knowledge, letter-sound knowledge, and phonological awareness to letter-writing skills. At the letter level, we examined seven intrinsic and extrinsic factors in understanding how preschool children learn to write alphabet letters: first letter of name, letters in name, letter order, textual frequency, number of strokes, symmetry, and letter type. Results indicated that variation in letter-writing skills was accounted for more by differences between students rather than by differences between letters, with most of the variability accounted for by letter-name knowledge and age. Although significant, the contribution of letter-sound knowledge and phonological awareness was relatively small. Student-level mechanisms underlying the acquisition of letter-writing skills are similar to the mechanisms underlying the learning of letter sounds. However, letter characteristics, which appear to play a major role in the learning of letter names and letter sounds, did not appear to influence learning how to write letters in a substantial way. The exception was if the letter was in the child's name.
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Date Issued: 2014-12-01
Identifier: FSU_pmch_25181463, 10.1016/j.jecp.2014.07.009, PMC5102622, 25181463, 25181463, S0022-0965(14)00149-0
Format: Citation

Title: Long Term Effects of First Grade Multi-Tier Intervention.
Creator: Al Otaiba, Stephanie Dent, Kim, Young-Suk, Wanzek, Jeanne, Petscher, Yaacov, Wagner, Richard K.
Abstract/Description: The purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained...
Show moreThe purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained remediation [SR]). Students in the Dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the Dynamic RTI condition had higher reading scores at the end of second grade than those in the Typical RTI condition. Limitations and directions for future research are discussed.
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Date Issued: 2014-06-30
Identifier: FSU_libsubv1_scholarship_submission_1453824565, 10.1080/19345747.2014.906692
Format: Citation

Title: Long Term Effects of First Grade Multi-Tier Intervention.
Creator: Otaiba, Stephanie Al, Kim, Young-Suk, Wanzek, Jeanne, Petscher, Yaacov, Wagner, Richard K
Abstract/Description: The purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained...
Show moreThe purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained remediation [SR]). Students in the Dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the Dynamic RTI condition had higher reading scores at the end of second grade than those in the Typical RTI condition. Limitations and directions for future research are discussed.
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Date Issued: 2014-01-01
Identifier: FSU_pmch_25346781, 10.1080/19345747.2014.906692, PMC4207218, 25346781, 25346781
Format: Citation

Title: Measurement Invariance of the Chinese Gifted Rating Scales: Teacher and Parent Forms..
Creator: Petscher, Yaacov, Li, Huijun
Abstract/Description: The Gifted Rating Scales-School Form (GRS-S) has been validated in several countries; however, no study has examined the rater invariance of this measure. The present study built on previous validity studies and examined configural and metric invariance between parent and teacher raters using the Chinese version of the GRS-S Teacher and Parent Forms. Analyses were conducted from a Jöreskog tradition, with testing of hypotheses related to group invariance. Model fit indices (i.e., comparative...
Show moreThe Gifted Rating Scales-School Form (GRS-S) has been validated in several countries; however, no study has examined the rater invariance of this measure. The present study built on previous validity studies and examined configural and metric invariance between parent and teacher raters using the Chinese version of the GRS-S Teacher and Parent Forms. Analyses were conducted from a Jöreskog tradition, with testing of hypotheses related to group invariance. Model fit indices (i.e., comparative fit index [CFI], root mean square error of approximation [RMSEA], χ(2)/df) supported equivalence in factor structure and standardized loadings between raters. Additionally, hypothesis testing revealed equivalence in loadings for raters. Implications of the results, as well as limitations and directions for future research, are discussed.
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Date Issued: 2008-09-01
Identifier: FSU_pmch_26346633, 10.1177/0734282907303873, PMC4557885, 26346633, 26346633
Format: Citation

Title: How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement.
Creator: Piasta, Shayne B, Petscher, Yaacov, Justice, Laura M
Abstract/Description: Review of current federal and state standards indicates little consensus or empirical justification regarding appropriate goals, often referred to as benchmarks, for preschool letter-name learning. The present study investigated the diagnostic efficiency of various letter-naming benchmarks using a longitudinal database of 371 children who attended publicly funded preschools. Children's uppercase and lowercase letter-naming abilities were assessed at the end of preschool, and their literacy...
Show moreReview of current federal and state standards indicates little consensus or empirical justification regarding appropriate goals, often referred to as benchmarks, for preschool letter-name learning. The present study investigated the diagnostic efficiency of various letter-naming benchmarks using a longitudinal database of 371 children who attended publicly funded preschools. Children's uppercase and lowercase letter-naming abilities were assessed at the end of preschool, and their literacy achievement on 3 standardized measures was assessed at the end of 1st grade. Diagnostic indices (sensitivity, specificity, and negative and positive predictive power) were generated to examine the extent to which attainment of various preschool letter-naming benchmarks was associated with later risk for literacy difficulties. Results indicated generally high negative predictive power for benchmarks requiring children to know 10 or more letter names by the end of preschool. Balancing across all diagnostic indices, optimal benchmarks of 18 uppercase and 15 lowercase letter names were identified. These findings are discussed in terms of educational implications, limitations, and future directions.
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Date Issued: 2012-11-01
Identifier: FSU_pmch_26346643, 10.1037/a0027757, PMC4557803, 26346643, 26346643
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: Incorporating RTI in a Hybrid Model of Reading Disability.
Creator: Spencer, Mercedes, Wagner, Richard K, Schatschneider, Christopher, Quinn, Jamie, Lopez, Danielle, Petscher, Yaacov
Abstract/Description: The present study seeks to evaluate a hybrid model of identification that incorporates response-to-intervention (RTI) as a one of the key symptoms of reading disability. The one-year stability of alternative operational definitions of reading disability was examined in a large scale sample of students who were followed longitudinally from first to second grade. The results confirmed previous findings of limited stability for single-criterion based operational definitions of reading disability...
Show moreThe present study seeks to evaluate a hybrid model of identification that incorporates response-to-intervention (RTI) as a one of the key symptoms of reading disability. The one-year stability of alternative operational definitions of reading disability was examined in a large scale sample of students who were followed longitudinally from first to second grade. The results confirmed previous findings of limited stability for single-criterion based operational definitions of reading disability. However, substantially greater stability was obtained for a hybrid model of reading disability that incorporates RTI with other common symptoms of reading disability.
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Date Issued: 2014-08-01
Identifier: FSU_pmch_25422531, 10.1177/0731948714530967, PMC4240020, 25422531, 25422531
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: The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework..
Creator: Petscher, Yaacov, Kim, Young-Suk, Foorman, Barbara R
Abstract/Description: As schools implement response to intervention to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency was used to compare the differential decisions that might occur in screening accuracy when predicting two reading comprehension measures (i.e., Stanford Achievement Test-10th Edition and Gates-McGinitie Reading Test-Fourth...
Show moreAs schools implement response to intervention to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency was used to compare the differential decisions that might occur in screening accuracy when predicting two reading comprehension measures (i.e., Stanford Achievement Test-10th Edition and Gates-McGinitie Reading Test-Fourth Edition) at the end of second grade. The results showed that the Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency tended to have higher sensitivity and negative predictive power for Stanford Achievement Test-10th Edition and higher specificity and positive predictive power for Gates-McGinitie Reading Test-Fourth Edition. Furthermore, attempting to achieve a criterion of positive predictive power for a given reading comprehension outcome (Stanford Achievement Test-10th Edition, in this study) appears to render a favorable balance compared to other indices of diagnostic accuracy. These results are discussed in light of trade-offs and a need for considering specific contexts of schools and districts.
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Date Issued: 2011-06-01
Identifier: FSU_pmch_26346970, 10.1177/1534508410396698, PMC4557888, 26346970, 26346970
Format: Citation

Title: Identifying Young Gifted Children Using the Gifted Rating Scales-Preschool/Kindergarten Form.
Creator: Pfeiffer, Steven I, Petscher, Yaacov
Abstract/Description: This article reports on an analysis of the diagnostic accuracy of a new teacher rating scale designed to assist in the identification of gifted preschool and kindergarten students. The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) is based on a multidimensional model of giftedness. An examination of the standardization sample using diagnostic efficiency statistics provides support for the diagnostic accuracy of the GRS-P Intellectual Ability and Academic Ability scales identifying...
Show moreThis article reports on an analysis of the diagnostic accuracy of a new teacher rating scale designed to assist in the identification of gifted preschool and kindergarten students. The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) is based on a multidimensional model of giftedness. An examination of the standardization sample using diagnostic efficiency statistics provides support for the diagnostic accuracy of the GRS-P Intellectual Ability and Academic Ability scales identifying intellectual giftedness, irrespective of the IQ cut score used to demarcate giftedness. The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the GRS-P as a gifted screening tool.
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Date Issued: 2008-01-01
Identifier: FSU_pmch_26347054, 10.1177/0016986207311055, PMC4557810, 26347054, 26347054
Format: Citation

Title: The Influence of Testing Prompt and Condition on Middle School Students' Retell Performance.
Creator: Reed, Deborah K, Petscher, Yaacov
Abstract/Description: This study examined whether the type of prompt or the method of passage reading had an effect on the retell performance of 6th-8th graders randomly assigned to one of four retell testing conditions. Both the type of prompt and the use of follow-up prompting were significantly related to the percentage of predetermined idea units retold. Effect sizes were approximately moderate (d = .44-.62) when one change was made to the prompt but were strong (d = .96-1.05) with a combination of changes....
Show moreThis study examined whether the type of prompt or the method of passage reading had an effect on the retell performance of 6th-8th graders randomly assigned to one of four retell testing conditions. Both the type of prompt and the use of follow-up prompting were significantly related to the percentage of predetermined idea units retold. Effect sizes were approximately moderate (d = .44-.62) when one change was made to the prompt but were strong (d = .96-1.05) with a combination of changes. The addition of silent reading did not significantly improve performance.
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Date Issued: 2012-01-01
Identifier: FSU_pmch_26366034, 10.1080/02702711.2011.557333, PMC4563821, 26366034, 26366034
Format: Citation

Title: Language general and specific factors in letter acquisition: Considering child and letter characteristics in Korean.
Creator: Kim, Young-Suk, Petscher, Yaacov
Abstract/Description: The present study investigated the extent to which child level factors (i.e., phonological awareness) and letter level factors (i.e., letter name structures, letter frequency, visual similarity, and letter order) contributed to letter name and sound acquisition, using data from Korean-speaking children (N = 169) and cross-classified multilevel model. The results showed that (1) a relatively large amount of variance is attributable to letter differences; (2) letter feature variables, letter...
Show moreThe present study investigated the extent to which child level factors (i.e., phonological awareness) and letter level factors (i.e., letter name structures, letter frequency, visual similarity, and letter order) contributed to letter name and sound acquisition, using data from Korean-speaking children (N = 169) and cross-classified multilevel model. The results showed that (1) a relatively large amount of variance is attributable to letter differences; (2) letter feature variables, letter name structure variable in particular, explained a large amount of variance attributable to differences among letters for letter-name knowledge; (3) phonological awareness was consistently related to letter-name and -sound knowledge; (4) letter-name knowledge was somewhat inconsistent in its relation to letter-sound knowledge; and (5) letter feature variables were not consistently related to letter-name or -sound knowledge. The results are discussed in light of language or script general versus specific factors and instructional environment in letter name and sound acquisition.
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Date Issued: 2013-02-01
Identifier: FSU_libsubv1_scholarship_submission_1453824754, 10.1007/s11145-012-9367-6
Format: Citation

Title: Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade..
Creator: Al Otaiba, Stephanie, Petscher, Yaacov, Williams, Rihana S, Pappamihiel, N Eleni, Dyrlund, Allison K, Connor, Carol
Abstract/Description: This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear...
Show moreThis study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear modeling, the authors compared proficiency levels and growth in oral reading fluency in English between and within groups and then to state reading benchmarks. Findings indicate that oral reading fluency scores reliably distinguished between students with learning disabilities and typically developing students within each group (effect sizes ranging from 0.96 to 1.51). The growth trajectory included a significant quadratic trend (generally slowing over time). These findings support the effectiveness of using oral reading fluency in English to screen and monitor reading progress under Response to Intervention models, but also suggest caution in interpreting oral reading fluency data as part of the process in identifying students with learning disabilities.
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Date Issued: 2009-01-01
Identifier: FSU_pmch_25132688, 10.1037/a0014698, PMC4132665, 25132688, 25132688
Format: Citation

Title: Modeling the co-development of correlated processes with longitudinal and cross-construct effects.
Creator: Petscher, Yaacov, Quinn, Jamie M, Wagner, Richard K
Abstract/Description: Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a latent change score analysis of oral reading...
Show moreConceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a latent change score analysis of oral reading fluency and reading comprehension data from a longitudinal sample of approximately 16,000 students from first to fourth grade. Results highlight the utility of latent change score models compared to alternative specifications of linear and nonlinear quadratic latent growth models as well as implications for modeling change with correlated traits. (PsycINFO Database Record
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Date Issued: 2016-11-01
Identifier: FSU_pmch_27732037, 10.1037/dev0000172, PMC5091810, 27732037, 27732037, 2016-48469-001
Format: Citation

Title: Modeling the Co-Development of Correlated Processes with Longitudinal and Cross-Construct Effects.
Creator: Petscher, Yaacov, Quinn, Jamie M, Wagner, Richard K
Abstract/Description: Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including: individual growth curve analysis in both observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a latent change score analysis of oral reading...
Show moreConceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including: individual growth curve analysis in both observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a latent change score analysis of oral reading fluency and reading comprehension data from a longitudinal sample of approximately 16,000 students from first to fourth grade. Results highlight the utility of latent change score models compared to alternative specifications of linear and non-linear quadratic latent growth models, as well as implications for modeling change with correlated traits.
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Date Issued: 2016-10-10
Identifier: FSU_libsubv1_scholarship_submission_1477836985, 10.1037/dev0000172
Format: Citation

Title: Modeling the early language trajectory of language development and its relation to poor reading comprehension.
Creator: Petscher, Yaacov, Justice, Laura, Hogan, Tiffany, Mashburn, Andrew
Abstract/Description: This study examined change in early language comprehension from 15 to 54 months for fifth grade typical readers (n = 35), poor decoders (n = 11), or poor comprehenders (n = 16) who were ascertained at birth in 1991 in a nationally representative study of early child-care experiences. Measures of language comprehension were captured across early childhood for the 72 children, and these measures changed at each measurement time-point; therefore, data were transformed to ranks. Multiple group...
Show moreThis study examined change in early language comprehension from 15 to 54 months for fifth grade typical readers (n = 35), poor decoders (n = 11), or poor comprehenders (n = 16) who were ascertained at birth in 1991 in a nationally representative study of early child-care experiences. Measures of language comprehension were captured across early childhood for the 72 children, and these measures changed at each measurement time-point; therefore, data were transformed to ranks. Multiple group quasi-simplex and latent growth models were used to examine children’s relative rank change. Results showed that future poor comprehenders significantly declined in language comprehension over time relative to future poor decoders and typical readers, who gradually improved. Findings suggest that deficits in early language contribute to reading difficulties. Efforts to improve language skills as a means to improve reading comprehension, particularly for poor comprehenders, hinge upon the perspective that language weaknesses are a causal contributor to reading difficulties.
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Date Issued: 2017-07-05
Identifier: FSU_libsubv1_scholarship_submission_1490109631, 10.1111/cdev.12880
Format: Citation

Title: CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test..
Creator: Codding, Robin S, Petscher, Yaacov, Truckenmiller, Adrea
Abstract/Description: A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and...
Show moreA paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and mathematics CBM indices administered to 249 seventh-grade students; (b) investigate amount and patterns of growth; and (c) examine predictive validity to a high-stakes state test using latent factor analysis and multiple indicator growth models. Results indicated strong correspondence among CBM types for fall static scores but weak relationships among slopes. Different patterns of growth were yielded for CBM writing than for CBM reading and mathematics. Findings from this study suggested that although reading, mathematics, and writing CBM were independently and moderately related to both English Language Arts and Math test scores, reading was the strongest predictor when all 3 CBM constructs were considered jointly.
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Date Issued: 2015-05-01
Identifier: FSU_pmch_26347201, 10.1037/a0037520, PMC4557811, 26347201, 26347201
Format: Citation

Title: Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers.
Creator: Guo, Ying, Tompkins, Virginia, Justice, Laura, Petscher, Yaacov
Abstract/Description: The purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers' vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom quality. In this study ( = 130 children in 16 classrooms representing a subset of all children enrolled in these classrooms), results showed a significant cross-level interaction between classroom age composition and children's age, suggesting positive effects of...
Show moreThe purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers' vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom quality. In this study ( = 130 children in 16 classrooms representing a subset of all children enrolled in these classrooms), results showed a significant cross-level interaction between classroom age composition and children's age, suggesting positive effects of greater variance in classroom age composition for younger but not older children. The interaction between behavior management (1 dimension of classroom quality) and classroom age composition was also significant, indicating that a wider distribution of classroom age composition was positively related to children's vocabulary gains within classrooms characterized by better behavior management. Findings underscore the importance of children's social interactions with more knowledgeable conversational partners in promoting their vocabulary development and signify the need to help teachers learn how to manage children's behaviors so as to provide a classroom that is optimal for child learning.
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Date Issued: 2014-01-01
Identifier: FSU_pmch_27660399, 10.1080/10409289.2014.893759, PMC5029468, 27660399, 27660399
Format: Citation

Title: Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities.
Creator: Wanzek, Jeanne, Al Otaiba, Stephanie, Petscher, Yaacov
Abstract/Description: This study used a large state-wide database to examine the oral reading fluency development of second and third grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency measures were administered to 185,367 students without disabilities (general education), 2,146 students identified with an emotional disturbance, and 10,339 students with a learning disability. Student status and growth trends were examined in a piecewise model...
Show moreThis study used a large state-wide database to examine the oral reading fluency development of second and third grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency measures were administered to 185,367 students without disabilities (general education), 2,146 students identified with an emotional disturbance, and 10,339 students with a learning disability. Student status and growth trends were examined in a piecewise model at each grade level for the full sample as well as for a subsample with reading difficulties. Data suggested students with disabilities performed significantly below students without disabilities in initial status and growth. Gender was also examined as a moderator of outcomes for each of the study groups.
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Date Issued: 2013-01-01
Identifier: FSU_pmch_24532848, PMC3923446, 24532848, 24532848
Format: Citation

Title: Do Our Means Of Inquiry Match Our Intentions?.
Creator: Petscher, Yaacov
Abstract/Description: A key stage of the scientific method is the analysis of data, yet despite the variety of methods that are available to researchers they are most frequently distilled to a model that focuses on the average relation between variables. Although research questions are frequently conceived with broad inquiry in mind, most regression methods are limited in comprehensively evaluating how observed behaviors are related to each other. Quantile regression is a largely unknown yet well-suited analytic...
Show moreA key stage of the scientific method is the analysis of data, yet despite the variety of methods that are available to researchers they are most frequently distilled to a model that focuses on the average relation between variables. Although research questions are frequently conceived with broad inquiry in mind, most regression methods are limited in comprehensively evaluating how observed behaviors are related to each other. Quantile regression is a largely unknown yet well-suited analytic technique similar to traditional regression analysis, but allows for a more systematic approach to understanding complex associations among observed phenomena in the psychological sciences. Data from the National Education Longitudinal Study of 1988/2000 are used to illustrate how quantile regression overcomes the limitations of average associations in linear regression by showing that psychological well-being and sex each differentially relate to reading achievement depending on one's level of reading achievement.
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Date Issued: 2016-07-19
Identifier: FSU_libsubv1_wos_000379876100001, 10.3389/fpsyg.2016.01048
Format: Citation

Title: Do Our Means of Inquiry Match our Intentions?.
Creator: Petscher, Yaacov
Abstract/Description: A key stage of the scientific method is the analysis of data, yet despite the variety of methods that are available to researchers they are most frequently distilled to a model that focuses on the average relation between variables. Although research questions are frequently conceived with broad inquiry in mind, most regression methods are limited in comprehensively evaluating how observed behaviors are related to each other. Quantile regression is a largely unknown yet well-suited analytic...
Show moreA key stage of the scientific method is the analysis of data, yet despite the variety of methods that are available to researchers they are most frequently distilled to a model that focuses on the average relation between variables. Although research questions are frequently conceived with broad inquiry in mind, most regression methods are limited in comprehensively evaluating how observed behaviors are related to each other. Quantile regression is a largely unknown yet well-suited analytic technique similar to traditional regression analysis, but allows for a more systematic approach to understanding complex associations among observed phenomena in the psychological sciences. Data from the National Education Longitudinal Study of 1988/2000 are used to illustrate how quantile regression overcomes the limitations of average associations in linear regression by showing that psychological well-being and sex each differentially relate to reading achievement depending on one's level of reading achievement.
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Date Issued: 2016-07-19
Identifier: FSU_pmch_27486410, 10.3389/fpsyg.2016.01048, PMC4949213, 27486410, 27486410
Format: Citation

Title: Consequences Of Misspecifying Levels Of Variance In Cross-classified Longitudinal Data Structures.
Creator: Gilbert, Jennifer, Petscher, Yaacov, Compton, Donald L., Schatschneider, Chris
Abstract/Description: The purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First schools were used in this study and were obtained from the Progress Monitoring and Reporting Network maintained by the Florida Center for Reading Research. Oral reading fluency (ORF) was assessed four times per school year. Five growth models with varying...
Show moreThe purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First schools were used in this study and were obtained from the Progress Monitoring and Reporting Network maintained by the Florida Center for Reading Research. Oral reading fluency (ORF) was assessed four times per school year. Five growth models with varying levels of data (student, classroom, and school) were estimated in order to determine which structures were necessary to correctly partition variance and accurately estimate standard errors for growth parameters. Because the results illustrate that not modeling higher-level clustering inflated lower-level variance estimates and in some cases led to biased standard errors, the authors recommend the practice of including classroom cross-classification and school nesting when predicting longitudinal student outcomes.
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Date Issued: 2016-05-18
Identifier: FSU_libsubv1_wos_000375986100001, 10.3389/fpsyg.2016.00695
Format: Citation

Title: Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures.
Creator: Gilbert, Jennifer, Petscher, Yaacov, Compton, Donald L, Schatschneider, Chris
Abstract/Description: The purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First schools were used in this study and were obtained from the Progress Monitoring and Reporting Network maintained by the Florida Center for Reading Research. Oral reading fluency (ORF) was assessed four times per school year. Five growth models with varying...
Show moreThe purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First schools were used in this study and were obtained from the Progress Monitoring and Reporting Network maintained by the Florida Center for Reading Research. Oral reading fluency (ORF) was assessed four times per school year. Five growth models with varying levels of data (student, classroom, and school) were estimated in order to determine which structures were necessary to correctly partition variance and accurately estimate standard errors for growth parameters. Because the results illustrate that not modeling higher-level clustering inflated lower-level variance estimates and in some cases led to biased standard errors, the authors recommend the practice of including classroom cross-classification and school nesting when predicting longitudinal student outcomes.
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Date Issued: 2016-05-18
Identifier: FSU_pmch_27242608, 10.3389/fpsyg.2016.00695, PMC4870234, 27242608, 27242608
Format: Citation

Title: Dialect variation and reading: is change in nonmainstream American English use related to reading achievement in first and second grades?.
Creator: Terry, Nicole Patton, Connor, Carol McDonald, Petscher, Yaacov, Conlin, Catherine Ross
Abstract/Description: In this study, we examined (a) whether children who spoke Nonmainstream American English (NMAE) frequently in school at the beginning of 1st grade increased their use of Mainstream American English (MAE) through the end of 2nd grade, and whether increasing MAE use was associated with (b) language and reading skills and school context and (c) greater gains in reading skills. A longitudinal design was implemented with 49 children who spoke NMAE moderately to strongly. Spoken production of NMAE...
Show moreIn this study, we examined (a) whether children who spoke Nonmainstream American English (NMAE) frequently in school at the beginning of 1st grade increased their use of Mainstream American English (MAE) through the end of 2nd grade, and whether increasing MAE use was associated with (b) language and reading skills and school context and (c) greater gains in reading skills. A longitudinal design was implemented with 49 children who spoke NMAE moderately to strongly. Spoken production of NMAE forms, word reading, and reading comprehension were measured at the beginning, middle, and end of 1st and 2nd grades. Various oral language skills were also measured at the beginning of 1st grade. Results indicate that most children increased their MAE production during 1st grade and maintained these levels in 2nd grade. Increasing MAE use was predicted by children's expressive vocabulary and nonword repetition skills at the beginning of 1st grade. Finally, the more children increased their MAE production, the greater were their reading gains from 1st grade through 2nd grade. The findings extend previous reports of a significant association between NMAE use and specific reading skills among young children and have implications for theory, educational practice, and future research.
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Date Issued: 2012-02-01
Identifier: FSU_pmch_22199203, 10.1044/1092-4388(2011/09-0257), PMC4300521, 22199203, 22199203, 1092-4388_2011_09-0257
Format: Citation

Title: Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study..
Creator: Quinn, Jamie M, Wagner, Richard K, Petscher, Yaacov, Lopez, Danielle
Abstract/Description: The present study followed a sample of first-grade (N = 316, Mage = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge, and reading...
Show moreThe present study followed a sample of first-grade (N = 316, Mage = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge, and reading comprehension was determined by two parts: constant yearly change and change proportional to the previous level of the variable. Bivariate models indicated previous levels of vocabulary knowledge acted as leading indicators of reading comprehension growth, but the reverse relation was not found. Implications for theories of developmental relations between vocabulary and reading comprehension are discussed.
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Date Issued: 2015-01-01
Identifier: FSU_pmch_25201552, 10.1111/cdev.12292, PMC4331220, 25201552, 25201552
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: Development and Validation of a Principal Implementation Practices Measure: The Principal Implementation Questionnaire..
Creator: Nettles, Stephen M, Petscher, Yaacov
Abstract/Description: Measurement of principal implementation behaviors has proved difficult to researchers in educational leadership due to a lack of consensus on the operational definitions of leadership constructs. The Principal Implementation Questionnaire (PIQ) was developed and validated with the intention of providing clarity in the assessment of principal leadership behaviors in the implementation of effective reading programs. Constructs were operationally defined within the context of the population of...
Show moreMeasurement of principal implementation behaviors has proved difficult to researchers in educational leadership due to a lack of consensus on the operational definitions of leadership constructs. The Principal Implementation Questionnaire (PIQ) was developed and validated with the intention of providing clarity in the assessment of principal leadership behaviors in the implementation of effective reading programs. Constructs were operationally defined within the context of the population of interest, with subsequent item writing centered around the constructs. A resulting calibration sample of principals from Florida Reading First schools was used to test the hypothesized measurement model to determine how well the items were described by the proposed factors. Results from LISREL analyses revealed a well-fitted model, based on numerous fit indices.
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Date Issued: 2007-12-01
Identifier: FSU_pmch_26366043, 10.1007/s11092-008-9055-x, PMC4563810, 26366043, 26366043
Format: Citation

Title: Development of oral reading fluency in children with speech or language impairments: a growth curve analysis..
Creator: Puranik, Cynthia S, Petscher, Yaacov, Al Otaiba, Stephanie, Catts, Hugh W, Lonigan, Christopher J
Abstract/Description: This longitudinal study used piece-wise growth curve analyses to examine growth patterns in oral reading fluency for 1,991 students with speech impairments (SI) or language impairments (LI) from first through third grade. The main finding of this study was that a diagnosis of SI or LI can have a detrimental and persistent effect on early reading skills. Results indicated differences between subgroups in growth trajectories that were evident in first grade. A large proportion of students with...
Show moreThis longitudinal study used piece-wise growth curve analyses to examine growth patterns in oral reading fluency for 1,991 students with speech impairments (SI) or language impairments (LI) from first through third grade. The main finding of this study was that a diagnosis of SI or LI can have a detrimental and persistent effect on early reading skills. Results indicated differences between subgroups in growth trajectories that were evident in first grade. A large proportion of students with SI or LI did not meet grade-level reading fluency benchmarks. Overall students with SI showed better performance than students with LI. Reading fluency performance was negatively related to the persistence of the SI or LI; the lowest performing students were those originally identified with SI or LI whose diagnosis changed to a learning disability. The results underscore the need to identify, monitor, and address reading fluency difficulties early among students with SI or LI.
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Date Issued: 2008-11-01
Identifier: FSU_pmch_18625782, 10.1177/0022219408317858, PMC3279740, 18625782, 18625782, 0022219408317858
Format: Citation

Title: Considering word characteristics for spelling accuracy: Evidence from Korean-speaking children.
Creator: Kim, Young-Suk, Petscher, Yaacov
Abstract/Description: We examined the extent to which word characteristics (i.e., differences in orthographic transparency among words) and child characteristics (i.e., emergent literacy skills) explain variation in children’s spelling, using data from young Korean children (N = 168). We compared predicted probabilities of various types of words (e.g., transparent vs. two types of opaque words) in spelling at various levels of child’s latent ability in emergent literacy skills. While approximately 60% of total...
Show moreWe examined the extent to which word characteristics (i.e., differences in orthographic transparency among words) and child characteristics (i.e., emergent literacy skills) explain variation in children’s spelling, using data from young Korean children (N = 168). We compared predicted probabilities of various types of words (e.g., transparent vs. two types of opaque words) in spelling at various levels of child’s latent ability in emergent literacy skills. While approximately 60% of total variance in spelling was attributable to differences due to child characteristics, a substantial amount, approximately 40%, was due to differences among words. In addition, inclusion of language and print-related emergent literacy skills reduced about 35 to 57% of variance that is attributable to differences among children. Inclusion of word types (i.e., transparent vs. opaque words) explained more than 50% of variance attributable due to differences among words. These results suggest that orthographic depth in words is one aspect to take into consideration for spelling acquisition.
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Date Issued: 2013-02-01
Identifier: FSU_libsubv1_scholarship_submission_1453824782, 10.1016/j.lindif.2012.08.002
Format: Citation

Title: Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children.
Creator: Puranik, Cynthia S, Petscher, Yaacov, Lonigan, Christopher J
Abstract/Description: The primary purpose of this study was to examine the dimensionality and reliability of letter writing skills in preschool children with the aim of determining whether a sequence existed in how children learn to write the letters of the alphabet. Additionally, we examined gender differences in the development of letter writing skills. 471 children aged 3 to 5 years old completed a letter writing task. Results from factor analyses indicated that letter writing represented a unidimensional skill...
Show moreThe primary purpose of this study was to examine the dimensionality and reliability of letter writing skills in preschool children with the aim of determining whether a sequence existed in how children learn to write the letters of the alphabet. Additionally, we examined gender differences in the development of letter writing skills. 471 children aged 3 to 5 years old completed a letter writing task. Results from factor analyses indicated that letter writing represented a unidimensional skill. Similar to research findings that the development of letter-names and letter-sound knowledge varies in acquisition, our findings indicate that the ability to write some letters is acquired earlier than the ability to write other letters. Although there appears to be an approximate sequence for the easiest and most difficult letters, there appears to be a less clear sequence for letters in the middle stages of development. Overall, girls had higher letter writing scores compared to boys. Gender differences regarding difficulty writing specific letters was less conclusive; however, results indicated that when controlling for ability level, girls had a higher probability of writing a letter correctly than boys. Implications of these findings for the assessment and instruction of letter writing are discussed.
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Date Issued: 2013-12-01
Identifier: FSU_pmch_26346443, 10.1016/j.lindif.2012.06.011, PMC4557880, 26346443, 26346443
Format: Citation

Title: Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters.
Creator: Petscher, Yaacov, Kim, Young-Suk
Abstract/Description: Letter-name identification has been widely used as part of early screening to identify children who might be at risk for future word reading difficulty. The goal of the present study was to examine whether a reduced set of letters could have similar diagnostic accuracy rather than a full set (i.e., 26 letters) when used as a screen. First, we examined whether a hierarchical scale existed among letters by using a Mokken scale analysis. Then, we contrasted diagnostic accuracy among the 5, 10,...
Show moreLetter-name identification has been widely used as part of early screening to identify children who might be at risk for future word reading difficulty. The goal of the present study was to examine whether a reduced set of letters could have similar diagnostic accuracy rather than a full set (i.e., 26 letters) when used as a screen. First, we examined whether a hierarchical scale existed among letters by using a Mokken scale analysis. Then, we contrasted diagnostic accuracy among the 5, 10, 15, and 20 easiest letters, with all 26 letters by using receiver operating characteristic (ROC) curves and indices of sensitivity, specificity, positive predictive power, and negative predictive power. Results demonstrated that a hierarchical scale existed among items in the letter-name knowledge test. In addition, assessing students on the easiest 15 letters was not statistically distinguished from all 26 letters in diagnostic accuracy. The implications of the results for the use of a Mokken scale analysis in educational research are discussed.
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Date Issued: 2011-12-01
Identifier: FSU_pmch_26347303, 10.1177/1534508411407761, PMC4557891, 26347303, 26347303
Format: Citation

Title: Very Early Language Skills of Fifth-Grade Poor Comprehenders.
Creator: Justice, Laura, Mashburn, Andrew, Petscher, Yaacov
Abstract/Description: This study tested the theory that future poor comprehenders would show modest but pervasive deficits in both language comprehension and production during early childhood as compared with future poor decoders and typical readers. Using an existing database (NICHD ECCRN), fifth-grade students were identified as having poor comprehension skills (n = 516), poor decoding skills (n = 511) or typical reading skills (n = 535) based on standardized assessments of word recognition and reading...
Show moreThis study tested the theory that future poor comprehenders would show modest but pervasive deficits in both language comprehension and production during early childhood as compared with future poor decoders and typical readers. Using an existing database (NICHD ECCRN), fifth-grade students were identified as having poor comprehension skills (n = 516), poor decoding skills (n = 511) or typical reading skills (n = 535) based on standardized assessments of word recognition and reading comprehension. Language comprehension and production during the toddler and preschool years were retrospectively compared across these subgroups. Compared with future typical readers and poor decoders, poor comprehenders had the lowest abilities on language assessments at 15, 24, 36 and 54 months. For nearly all contrasts, the difference between poor comprehenders and the other groups of readers exceeded .5 standard deviation in magnitude, indicating that the early language skills of poor comprehenders exhibit appreciable lags.
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Date Issued: 2013-05-01
Identifier: FSU_pmch_25620819, 10.1111/j.1467-9817.2011.01498.x, PMC4301613, 25620819, 25620819
Format: Citation

Title: A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
Creator: Swanson, Elizabeth, Wanzek, Jeanne, Petscher, Yaacov, Vaughn, Sharon, Heckert, Jennifer, Cavanaugh, Christie, Kraft, Guliz, Tackett, Kathryn
Abstract/Description: A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted...
Show moreA synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children's language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type.
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Date Issued: 2011-05-01
Identifier: FSU_pmch_21521868, 10.1177/0022219410378444, PMC3319370, 21521868, 21521868, 0022219410378444
Format: Citation

Title: The utility and accuracy of oral reading fluency score types in predicting reading comprehension.
Creator: Petscher, Yaacov, Kim, Young-Suk
Abstract/Description: This study used data from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) oral reading fluency (ORF) probes to examine variation among different ORF score types (i.e., the median of three passages, the mean of all three passages, the mean of passages 2 and 3, and the score from passage 3) in predicting reading comprehension as a function of student reading fluency level and to compare the screening accuracy of these score types in predicting student...
Show moreThis study used data from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) oral reading fluency (ORF) probes to examine variation among different ORF score types (i.e., the median of three passages, the mean of all three passages, the mean of passages 2 and 3, and the score from passage 3) in predicting reading comprehension as a function of student reading fluency level and to compare the screening accuracy of these score types in predicting student reading comprehension. The results revealed that the relation between oral reading fluency and reading comprehension varied as a function of students' oral reading fluency and that different score types had varying predictive validity for year-end reading comprehension. The mean of all three passages demonstrated a marginally better balance in screening efficiency from September to December of grade one (especially for low-performing students), whereas in grades two and three, the median score was the best predictor. Furthermore, across all grades, increasing reading rates were observed for the three administered passages within an assessment period. The observed patterns mimicked previous experimental studies (Francis et al., 2008; Jenkins, Graff, & Miglioretti, 2009), suggesting that practice effects are an important consideration in the administration of multiple passages assessing oral reading fluency.
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Date Issued: 2011-02-01
Identifier: FSU_pmch_21215838, 10.1016/j.jsp.2010.09.004, PMC4314721, 21215838, 21215838, S0022-4405(10)00064-6
Format: Citation

Title: The Unique Relation of Silent Reading Fluency to End-of-Year Reading Comprehension: Understanding Individual Differences at the Student, Classroom, School, and District Levels.
Creator: Kim, Young-Suk, Petscher, Yaacov, Foorman, Barbara
Abstract/Description: Despite many previous studies on reading fluency (measured by a maze task) as a screening measure, our understanding is limited about the utility of silent reading fluency in predicting later reading comprehension and contextual influences (e.g., schools and districts) on reading comprehension achievement. In the present study we examined: (1) How much variance in reading comprehension scores exist between students, classes, schools, and districts for children in grades 3–10; and (2) whether...
Show moreDespite many previous studies on reading fluency (measured by a maze task) as a screening measure, our understanding is limited about the utility of silent reading fluency in predicting later reading comprehension and contextual influences (e.g., schools and districts) on reading comprehension achievement. In the present study we examined: (1) How much variance in reading comprehension scores exist between students, classes, schools, and districts for children in grades 3–10; and (2) whether silent reading fluency measured by a maze task adds a unique contribution to the prediction of spring reading comprehension after accounting for fall spelling and reading comprehension. Results showed that a substantial amount of variance in reading comprehension is attributable to differences among classrooms (21–46 %), particularly in grades 6–10. In addition, approximately 3–5 % of variance in reading comprehension was attributable to differences among schools and districts. Silent reading fluency also explained a unique amount of variance in spring reading comprehension after accounting for students’ performance in reading comprehension and spelling in the fall. Unique variance (pseudo-R 2) varied from 2 to 10 % at the student, class, school, and district levels. These results suggest that a maze task has potential utility as a screening measure of reading comprehension for students in grades 3–10. Furthermore, differences among classrooms, schools, and districts matter for students’ reading comprehension achievement.
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Date Issued: 2015-01-01
Identifier: FSU_libsubv1_scholarship_submission_1460575882
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 Dent, 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_libsubv1_scholarship_submission_1453824640, 10.1007/s11145-013-9480-1
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.
Show less
Date Issued: 2014-08-01
Identifier: FSU_pmch_25132722, 10.1007/s11145-013-9480-1, PMC4133358, 25132722, 25132722
Format: Citation

Title: Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment.
Creator: Petscher, Yaacov, Connor, Carol McDonald, Al'Otaiba, Stephanie
Date Issued: 2012-09-01
Identifier: FSU_pmch_25883537, 10.1177/1534508411413760, PMC4396597, 25883537, 25883537
Format: Citation

Florida Learning Disability Research Center (53)	+ -
Florida Center for Reading Research (18)	+ -
School of Teacher Education (7)	+ -
College of Social Work (1)	+ -
Department of Psychology (1)	+ -

Humans (11)	+ -
Female (8)	+ -
Male (8)	+ -
Child (7)	+ -
Reading (6)	+ -

Child, Preschool (3)	+ -
Comprehension (3)	+ -
Longitudinal Studies (3)	+ -
Vocabulary (3)	+ -
Achievement (2)	+ -
Child Language (2)	+ -
Cross-Sectional Studies (2)	+ -
Dyslexia/epidemiology (2)	+ -
Educational Status (2)	+ -
Human Development (2)	+ -
Learning (2)	+ -
Models, Psychological (2)	+ -
Schools (2)	+ -
Students (2)	+ -
Writing (2)	+ -
Acoustic Stimulation/methods (1)	+ -
African Americans/statistics & numerical data (1)	+ -
Age Factors (1)	+ -
Aptitude (1)	+ -
Awareness (1)	+ -
Biomedical Research/methods (1)	+ -
Child Development/physiology (1)	+ -
Comprehension/physiology (1)	+ -
Curriculum (1)	+ -
Data Interpretation, Statistical (1)	+ -

text (63)	+ -
journal article (18)	+ -

Kim, Young-Suk (12)	+ -
Wagner, Richard K (6)	+ -
Wanzek, Jeanne (6)	+ -
Al Otaiba, Stephanie (5)	+ -
Foorman, Barbara R (5)	+ -

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