Search results

Title: Towards an understanding of dimensions, predictors, and gender gap in written composition.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Wanzek, Jeanne, Gatlin, Brandy
Abstract/Description: We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor...
Show moreWe had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling. Results showed that writing quality, productivity, and CBM scoring were dissociable constructs, but that writing quality and CBM scoring were highly related (r = .82). Language and cognitive predictors differed among the writing outcomes. Boys had lower writing scores than girls even after accounting for language, reading, attention, spelling, handwriting automaticity, and rapid automatized naming. Results are discussed in light of writing evaluation and a developmental model of writing.
Show less
Date Issued: 2015-02-01
Identifier: FSU_pmch_25937667, 10.1037/a0037210, PMC4414052, 25937667, 25937667
Format: Citation

Title: The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
Creator: Kim, Young-Suk, Apel, Kenn, Al Otaiba, Stephanie
Abstract/Description: Purpose: We examined the relations of phonological, morphological, and orthographic awareness and vocabulary to word reading and spelling for first grade children who were receiving differentiated instruction in a Response to Intervention (RTI) model of instruction (N = 304). Method: First grade children were assessed on their phonological, morphological, and orthographic awareness, expressive vocabulary, word reading, and spelling. Year-end word reading and spelling were outcome variables...
Show morePurpose: We examined the relations of phonological, morphological, and orthographic awareness and vocabulary to word reading and spelling for first grade children who were receiving differentiated instruction in a Response to Intervention (RTI) model of instruction (N = 304). Method: First grade children were assessed on their phonological, morphological, and orthographic awareness, expressive vocabulary, word reading, and spelling. Year-end word reading and spelling were outcome variables while phonological, morphological, and orthographic awareness, expressive vocabulary, and RTI status (Tiers 1, 2, & 3) were predictor variables assessed in the middle of the school year. Results: The three linguistic awareness skills were unique predictors of word reading and phonological and orthographic awareness were unique predictors of spelling. The contributions these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children’s RTI tier status. Conclusion: These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy skills. Educational implications are discussed.
Show less
Date Issued: 2013-07-05
Identifier: FSU_libsubv1_scholarship_submission_1460578124, 10.1044/0161-1461(2013/12-0013)
Format: Citation

Title: The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
Creator: Kim, Young-Suk, Apel, Kenn, Al Otaiba, Stephanie
Abstract/Description: The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological,...
Show moreThe relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological, orthographic, and morphological awareness; expressive vocabulary; and RtI status (Tiers 1, 2, & 3) were predictor variables. The 3 linguistic awareness skills were unique predictors of word reading, and phonological and orthographic awareness were unique predictors of spelling. The contributions that these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RtI tier status. These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy abilities. Educational implications are discussed.
Show less
Date Issued: 2013-10-01
Identifier: FSU_pmch_23833281, 10.1044/0161-1461(2013/12-0013), PMC3852899, 23833281, 23833281, 0161-1461_2013_12-0013
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.
Show less
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.
Show less
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.
Show less
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: The effects of orthographic consistency on reading development: A within and between cross-linguistic study of fluency and accuracy among fourth grade English- and Hebrew-speaking children.
Creator: Katzir, Tami, Schiff, Rachel, Kim, Young-Suk
Abstract/Description: The different level of transparency of letter-sound mapping in various orthographies has been found to influence reading development across languages. The Hebrew orthography represents a special case of within language design with two versions of the script, a transparent (vowelized) and an opaque one (unvowelized). In this study we conducted a within and between comparison of word reading fluency and accuracy of English- and Hebrew-speaking children in fourth grade. In addition, the role of...
Show moreThe different level of transparency of letter-sound mapping in various orthographies has been found to influence reading development across languages. The Hebrew orthography represents a special case of within language design with two versions of the script, a transparent (vowelized) and an opaque one (unvowelized). In this study we conducted a within and between comparison of word reading fluency and accuracy of English- and Hebrew-speaking children in fourth grade. In addition, the role of phonological awareness and vocabulary in predicting word reading in each language was examined. Findings suggest different trends for fluency and accuracy measures, with Hebrew-speaking children performing higher on word reading accuracy, and significantly lower on reading fluency. Phonological awareness was found to be a universal predictor of word reading in both languages. Vocabulary had an independent contribution to word reading only in English, indicating a unique role of verbal abilities to inconsistent orthographies.
Show less
Date Issued: 2012-12-01
Identifier: FSU_libsubv1_scholarship_submission_1453824624
Format: Citation

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

Title: The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Puranik, Cynthia, Folsom, Jessica Sidler, Gruelich, Luana
Abstract/Description: In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed...
Show moreIn the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally (p = .06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, vocabulary was positively and uniquely related to word reading and spelling after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity.
Show less
Date Issued: 2013-03-30
Identifier: FSU_libsubv1_scholarship_submission_1460577167, 10.1007/s11145-013-9440-9
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 compare the screening accuracy of these score types in predicting student reading...
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 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 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.
Show less
Date Issued: 2011-02-01
Identifier: FSU_libsubv1_scholarship_submission_1460568832, 10.1016/j.jsp.2010.09.004
Format: Citation

Title: Towards an understanding of dimensions, predictors, and gender gap in written composition.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Wanzek, Jeanne, Gatlin, Brandy
Abstract/Description: We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor...
Show moreWe had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling. Results showed that writing quality, productivity, and CBM scoring were dissociable constructs, but that writing quality and CBM scoring were highly related (r = .82). Language and cognitive predictors differed among the writing outcomes. Boys had lower writing scores than girls even after accounting for language, reading, attention, spelling, handwriting automaticity, and rapid automatized naming. Results are discussed in light of writing evaluation and a developmental model of writing.
Show less
Date Issued: 2015-02-01
Identifier: FSU_libsubv1_scholarship_submission_1460576502
Format: Citation

Title: Dimensions of Discourse-Level Oral Language Skills and Their Relations to Reading Comprehension and Written Composition: An Exploratory Study.
Creator: Kim, Young-Suk, Park, Cheahyung, Park, Younghee
Abstract/Description: We examined the relations of discourse-level oral language skills (i.e., listening comprehension, and oral retell and production of narrative texts [oral retell and production hereafter]) to reading comprehension and written composition. Korean-speaking first grade students (N = 97) were assessed on listening comprehension, oral retell and production, word reading, spelling, handwriting fluency as well as reading comprehension and written composition. Listening comprehension, and oral retell...
Show moreWe examined the relations of discourse-level oral language skills (i.e., listening comprehension, and oral retell and production of narrative texts [oral retell and production hereafter]) to reading comprehension and written composition. Korean-speaking first grade students (N = 97) were assessed on listening comprehension, oral retell and production, word reading, spelling, handwriting fluency as well as reading comprehension and written composition. Listening comprehension, and oral retell and production tasks were best described as having a bi-factor structure, capturing a general discourse-level oral language construct as well as unique listening comprehension and oral retell constructs which are not explained by the general discourse-level oral language skill. The general discourse-level oral language skill was related to reading comprehension whereas listening comprehension and oral retell were not. Although positive in direction, the general discourse-level oral language skill did not reach the conventional statistical significance in relation to writing quality. These findings suggest that the general discourse-level oral language skill underlying listening comprehension, and oral retell and production tasks is important for reading comprehension, and unique listening comprehension and oral retell skills that are not subsumed to the general discourse-level oral language skill do not independently contribute to reading comprehension.
Show less
Date Issued: 2015-01-18
Identifier: FSU_libsubv1_scholarship_submission_1460575400
Format: Citation

Title: Does Previewing Answer-Choice Options Improve Performance on a Reading Test?.
Creator: Qian, Guo, Kim, Young-Suk, Yang, Li, Liu, Lihui
Abstract/Description: Previewing answer-choice options before finishing reading the text is a widely employed test-taking behavior. In the present study we examined whether previewing is related to item response accuracy and response time, using data from Chinese learners of varying English proficiency levels and English native speakers. We examined eye movement patterns of participants who completed online multiple-choice sentence completion tasks, and how previewing was related to reading performance and whether...
Show morePreviewing answer-choice options before finishing reading the text is a widely employed test-taking behavior. In the present study we examined whether previewing is related to item response accuracy and response time, using data from Chinese learners of varying English proficiency levels and English native speakers. We examined eye movement patterns of participants who completed online multiple-choice sentence completion tasks, and how previewing was related to reading performance and whether the relation varied as a function of English proficiency level. The results showed that, relative to no previewing, previewing was associated with a significantly lower probability of answering an item correctly but not with significantly longer response time. Importantly, these relations varied across English proficiency levels such that participants with higher proficiency performed better without previewing, but there was no difference for lower-intermediate learners of English. These findings suggest that previewing does not facilitate performance on a sentence comprehension task, but instead interferes with the comprehension process, particularly for individuals with relatively high language proficiency.
Show less
Date Issued: 2016-04-01
Identifier: FSU_libsubv1_scholarship_submission_1462973398, 10.1007/s11145-016-9626-z
Format: Citation

Title: Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade..
Creator: Connor, Carol McDonald, Phillips, Beth M, Kaschak, Michael, Apel, Kenn, Kim, Young-Suk, Al Otaiba, Stephanie, Crowe, Elizabeth C, Thomas-Tate, Shurita, Johnson, Lakeisha Cooper,...
Show moreConnor, Carol McDonald, Phillips, Beth M, Kaschak, Michael, Apel, Kenn, Kim, Young-Suk, Al Otaiba, Stephanie, Crowe, Elizabeth C, Thomas-Tate, Shurita, Johnson, Lakeisha Cooper, Lonigan, Christopher J
Show less
Abstract/Description: This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective...
Show moreThis paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies.
Show less
Date Issued: 2014-09-01
Identifier: FSU_pmch_26500420, 10.1007/s10648-014-9267-1, PMC4613791, 26500420, 26500420
Format: Citation

Title: Componential skills of beginning writing: An exploratory study..
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Puranik, Cynthia, Folsom, Jessica Sidler, Greulich, Luana, Wagner, Richard K
Abstract/Description: The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely...
Show moreThe present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely related to writing once oral language, spelling, and letter writing fluency were taken into account. These findings are discussed from a developmental perspective.
Show less
Date Issued: 2011-10-01
Identifier: FSU_pmch_22267897, 10.1016/j.lindif.2011.06.004, PMC3261783, 22267897, 22267897
Format: Citation

Title: Componential skills of beginning writing: An exploratory study.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Puranik, Cynthia, Folsom, Jessica Sidler, Greulich, Luana, Wagner, Richard K.
Abstract/Description: The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely...
Show moreThe present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely related to writing once oral language, spelling, and letter writing fluency were taken into account. These findings are discussed from a developmental perspective.
Show less
Date Issued: 2011-10-01
Identifier: FSU_libsubv1_scholarship_submission_1460579996, 10.1016/j.lindif.2011.06.004
Format: Citation

Title: Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments..
Creator: Kim, Young-Suk, Puranik, Cynthia, Otaiba, Stephanie Al
Abstract/Description: We examined growth trajectories of writing and the relation of children's socio-economic status, and language and/or speech impairment to the growth trajectories. First grade children (N = 304) were assessed on their written composition in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children's SES had a negative effect on writing quality and productivity. Children with language and/or speech impairment had lower scores than typically developing children...
Show moreWe examined growth trajectories of writing and the relation of children's socio-economic status, and language and/or speech impairment to the growth trajectories. First grade children (N = 304) were assessed on their written composition in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children's SES had a negative effect on writing quality and productivity. Children with language and/or speech impairment had lower scores than typically developing children in the quality and productivity of writing. Even after accounting for their vocabulary and literacy skills, students with language and/or speech impairment had lower scores in the quality and organization of writing. Growth rates in writing were not different as a function of children's SES and language/speech impairment status. Theoretical and practical implications are discussed.
Show less
Date Issued: 2015-06-01
Identifier: FSU_pmch_26146410, 10.1086/681971, PMC4489844, 26146410, 26146410
Format: Citation

Title: Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word Reading Fluency, Text Reading Fluency, and Reading Comprehension.
Creator: Kim, Young-Suk
Abstract/Description: The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity) – how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text...
Show moreThe primary goal was to expand our understanding of text reading fluency (efficiency or automaticity) – how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text reading fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text reading fluency vs. word reading fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text reading fluency vs. reading comprehension. These questions were addressed using longitudinal data (two time points; Mean age = 5;24 & 6;08) from Korean-speaking children (N = 143). Results showed that listening comprehension was related to text reading fluency at time 2, but not at time 1. At both times text reading fluency was related to reading comprehension, and reading comprehension was related to text reading fluency over and above word reading fluency and listening comprehension. Orthographic awareness was related to text reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and grammatical knowledge were independently related to text reading fluency and reading comprehension whereas theory of mind was related to reading comprehension, but not text reading fluency. These results reveal developmental nature of relations and mechanism of text reading fluency in reading development
Show less
Date Issued: 2015-04-12
Identifier: FSU_libsubv1_scholarship_submission_1460568182, 10.1002/rrq.107
Format: Citation

Title: Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2..
Creator: Kim, Young-Suk, Wagner, Richard K, Lopez, Danielle
Abstract/Description: From a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children's reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first and second graders. Results showed that list reading fluency was uniquely related to reading comprehension in Grade 1, but not in Grade 2, after accounting for text...
Show moreFrom a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children's reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first and second graders. Results showed that list reading fluency was uniquely related to reading comprehension in Grade 1, but not in Grade 2, after accounting for text reading fluency (oral or silent) and listening comprehension. In contrast, text reading fluency was uniquely related to reading comprehension in Grade 2, but not in Grade 1, after accounting for list reading fluency and listening comprehension. When oral reading fluency and silent reading fluency were compared, oral reading fluency was uniquely related to reading comprehension after accounting for silent reading fluency in Grade 1, whereas silent reading fluency was uniquely related to reading comprehension after accounting for oral reading fluency in Grade 2.
Show less
Date Issued: 2012-09-01
Identifier: FSU_pmch_22726256, 10.1016/j.jecp.2012.03.002, PMC3836363, 22726256, 22726256, S0022-0965(12)00054-9
Format: Citation

Title: Developmental Trajectories of Writing Skills in First Grade: Examining the Effects of SES and Language and/or Speech Impairments.
Creator: Kim, Young-Suk, Puranik, Cynthia, Al Otaiba, Stephanie
Abstract/Description: We examined growth trajectories of writing and the relation of children’s socio-economic status, and language and/or speech impairment to the growth trajectories. First grade children (N = 304) were assessed on their written composition in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children’s SES had a negative effect on writing quality and productivity. Children with language and/or speech impairment had lower scores than typically developing children...
Show moreWe examined growth trajectories of writing and the relation of children’s socio-economic status, and language and/or speech impairment to the growth trajectories. First grade children (N = 304) were assessed on their written composition in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children’s SES had a negative effect on writing quality and productivity. Children with language and/or speech impairment had lower scores than typically developing children in the quality and productivity of writing. Even after accounting for their vocabulary and literacy skills, students with language and/or speech impairment had lower scores in the quality and organization of writing. Growth rates in writing were not different as a function of children’s SES and language/speech impairment status. Theoretical and practical implications are discussed.
Show less
Date Issued: 2015-06-01
Identifier: FSU_libsubv1_scholarship_submission_1460574568
Format: Citation

Title: Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children.
Creator: Puranik, Cynthia S, Lonigan, Christopher J, Kim, Young-Suk
Abstract/Description: The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter...
Show moreThe purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children's letter-writing skills may be a better indicator of children's emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge.
Show less
Date Issued: 2011-09-01
Identifier: FSU_pmch_21927537, 10.1016/j.ecresq.2011.03.002, PMC3172137, 21927537, 21927537
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.
Show less
Date Issued: 2013-02-01
Identifier: FSU_libsubv1_scholarship_submission_1453824782, 10.1016/j.lindif.2012.08.002
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.
Show less
Date Issued: 2011-12-01
Identifier: FSU_pmch_26347303, 10.1177/1534508411407761, PMC4557891, 26347303, 26347303
Format: Citation

Title: Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters.
Creator: Petscher, Yaacov M., 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 a hierarchical scale existed among items in the letter-name knowledge test. Additionally, 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.
Show less
Date Issued: 2011
Identifier: FSU_migr_fcrr-pubs-0003, 10.1177/1534508411407761
Format: Citation

Title: The Effect of a Multicomponent Literacy Instruction Model on Literacy Growth for Kindergartners and First-Grade Students in Chile.
Creator: Pallante, Daniel H., Kim, Young-Suk
Abstract/Description: In the present study we examined the impact of a comprehensive literacy instruction model called Collaborative Language and Literacy Instruction Project (CLLIP) on language and literacy achievement over the course of a year by Spanish-speaking children in Chile. Participants included kindergartners (N = 312) from high and low socioeconomic backgrounds and first-grade students (N = 305) from high SES families. The CLLIP model targeted phonological awareness, alphabetics and phonics, fluency,...
Show moreIn the present study we examined the impact of a comprehensive literacy instruction model called Collaborative Language and Literacy Instruction Project (CLLIP) on language and literacy achievement over the course of a year by Spanish-speaking children in Chile. Participants included kindergartners (N = 312) from high and low socioeconomic backgrounds and first-grade students (N = 305) from high SES families. The CLLIP model targeted phonological awareness, alphabetics and phonics, fluency, vocabulary, reading comprehension and writing, and included coaching and sustained follow-up as key elements for teacher professional development. The results showed promise for the CLLIP model in the Chilean context. Kindergartners in CLLIP classrooms had faster growth rates in letter naming, word reading, vocabulary, and phonemic segmentation fluency than those in control classrooms, and had higher scores at the end of the year in phonemic segmentation fluency, letter naming, and word reading. In addition, kindergartners from high SES families had faster growth rates than kindergartners from low SES families in letter naming and word reading. Effect sizes ranged from small (d = .18 in word reading) to fairly large (d = .70 in letter-naming fluency). First-grade students in CLLIP classrooms had faster growth rates than students in control classrooms in vocabulary, nonword reading fluency, word reading, and reading comprehension. Effect sizes were small in vocabulary, nonword reading fluency, and reading comprehension (.23 ≤ d ≤ .28) and medium in word reading (d = .50). These results suggest that the present multicomponent literacy instructional model had a positive impact on Chilean children's literacy acquisition.
Show less
Date Issued: 2012-09-17
Identifier: FSU_libsubv1_scholarship_submission_1460569589, 10.1080/00207594.2012.719628
Format: Citation

Title: Relations of emergent literacy skill development with conventional literacy skill development in Korean.
Creator: Kim, Young-Suk, Petscher, Yaacov
Abstract/Description: The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e., phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean children. A total of 215 four-year-old children were followed for approximately 15 months. Results showed (1) consistent effects of letter-name...
Show moreThe present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e., phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean children. A total of 215 four-year-old children were followed for approximately 15 months. Results showed (1) consistent effects of letter-name knowledge, phonological awareness, and rapid serial naming on conventional literacy skills, and (2) the importance of children’s initial level in the emergent literacy skills for achieving conventional literacy skills. These results are discussed in light of characteristics of the Korean language and writing system.
Show less
Date Issued: 2011-07-01
Identifier: FSU_libsubv1_scholarship_submission_1453824717, 10.1007/s11145-010-9240-4
Format: Citation

Title: Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers.
Creator: Kim, Young-Suk, Wagner, Richard K., Foster, Elizabeth
Abstract/Description: In the present study, we examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models with latent variables using data from 316 first-grade students, (a) silent and oral reading fluency were found to be related yet distinct forms of reading fluency, (b) silent reading fluency predicted reading comprehension better for skilled readers than for average readers, (c) list reading fluency predicted reading comprehension better...
Show moreIn the present study, we examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models with latent variables using data from 316 first-grade students, (a) silent and oral reading fluency were found to be related yet distinct forms of reading fluency, (b) silent reading fluency predicted reading comprehension better for skilled readers than for average readers, (c) list reading fluency predicted reading comprehension better for average readers than for skilled readers, and (d) listening comprehension predicted reading comprehension better for skilled readers than for average readers.
Show less
Date Issued: 2011-02-15
Identifier: FSU_libsubv1_scholarship_submission_1460579166, 10.1080/10888438.2010.493964
Format: Citation

Title: Predictors of reading skills for kindergartners and first grade students in Spanish: A longitudinal study.
Creator: Kim, Young-Suk, Pallente, Daniel
Abstract/Description: This study investigated predictors of word reading and reading comprehension skills using longitudinal data from Spanish-speaking kindergartners (N = 163) and first grade students (N = 305) from high SES families in Chile. Individual differences in letter-naming fluency and phonemic segmentation fluency, but not vocabulary, were positive predictors of word reading, over time, for kindergartners. Furthermore, kindergartners with higher letter-naming fluency and phonemic segmentation fluency...
Show moreThis study investigated predictors of word reading and reading comprehension skills using longitudinal data from Spanish-speaking kindergartners (N = 163) and first grade students (N = 305) from high SES families in Chile. Individual differences in letter-naming fluency and phonemic segmentation fluency, but not vocabulary, were positive predictors of word reading, over time, for kindergartners. Furthermore, kindergartners with higher letter-naming fluency and phonemic segmentation fluency had a faster rate of change in word reading over time. For first graders’ reading comprehension, word reading, nonsense word fluency, and vocabulary were positively and uniquely related. However, the rate of change in the reading comprehension outcome differed over time by children’s level of vocabulary, nonsense word fluency, and word reading. These results suggest that code-related skills are important for word reading, but vocabulary might not have a direct, unique relation with word reading in a transparent orthography. In addition, phonological decoding fluency appears to contribute to reading comprehension even over and above word reading accuracy in Spanish.
Show less
Date Issued: 2012-01-01
Identifier: FSU_libsubv1_scholarship_submission_1453824671, 10.1007/s11145-010-9244-0
Format: Citation

Title: Text (Oral) reading fluency as a construct in reading development: An investigation of its mediating role for children from Grades 1 to 4.
Creator: Kim, Young-Suk, Wagner, Richard K.
Abstract/Description: In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4, and employing structural equation models. Results showed that the role of text reading fluency changes over time as children’s reading proficiency develops. In the beginning phase of reading development (Grade 1), text...
Show moreIn the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4, and employing structural equation models. Results showed that the role of text reading fluency changes over time as children’s reading proficiency develops. In the beginning phase of reading development (Grade 1), text reading fluency was not independently related to reading comprehension over and above word reading fluency and listening comprehension. In Grades 2 to 4, however, text reading fluency completely mediated the relation between word reading fluency and reading comprehension whereas it partially mediated the relation between listening comprehension and reading comprehension. These results suggest that text reading fluency is a dissociable construct that plays a developmentally changing role in reading acquisition.
Show less
Date Issued: 2015-02-24
Identifier: FSU_libsubv1_scholarship_submission_1453745561, 10.1080/10888438.2015.1007375
Format: Citation

Title: The relations of proper character introduction to narrative quality and listening comprehension for young children from high poverty schools.
Creator: Barnes, Adrienne E., Kim, Young-Suk, Phillips, Beth M.
Abstract/Description: The present study explored the types and frequency of literate language features in children’s narratives, and the relation of literate language and proper character introduction to children’s oral language skills in a sample of 184 prekindergarten, kindergarten, and first grade students from high-poverty schools. Using hierarchical regression, the results showed that literate language features were not predictive of listening comprehension or narrative quality outcomes. In contrast, children...
Show moreThe present study explored the types and frequency of literate language features in children’s narratives, and the relation of literate language and proper character introduction to children’s oral language skills in a sample of 184 prekindergarten, kindergarten, and first grade students from high-poverty schools. Using hierarchical regression, the results showed that literate language features were not predictive of listening comprehension or narrative quality outcomes. In contrast, children’s skill in properly introducing characters significantly accounted for variance in all outcome measures (narrative comprehension, narrative quality, and listening comprehension) above and beyond the control variables (age, total number of words, and mean length of utterance) and literate language features (adverbs, conjunctions, mental and linguistic verbs, and elaborated noun phrases). These results indicate that the child’s retell and language comprehension skills may develop concurrently with proper character introduction.
Show less
Date Issued: 2014-08-01
Identifier: FSU_libsubv1_scholarship_submission_1453824586, 10.1007/s11145-013-9481-0
Format: Citation

Title: Evaluating the dimensionality of first-grade written composition.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Folsom, Jessica S, Greulich, Luana, Puranik, Cynthia
Abstract/Description: This study examined dimensions of written composition by using multiple evaluative approaches such as an adapted 6 + 1 trait scoring, syntactic complexity measures, and productivity measures. It further examined unique relations of oral language and literacy skills to the identified dimensions of written composition. A large sample of 1st-grade students (N = 527) was assessed on their language, reading, spelling, letter writing automaticity, and writing in the spring. Data were analyzed using...
Show moreThis study examined dimensions of written composition by using multiple evaluative approaches such as an adapted 6 + 1 trait scoring, syntactic complexity measures, and productivity measures. It further examined unique relations of oral language and literacy skills to the identified dimensions of written composition. A large sample of 1st-grade students (N = 527) was assessed on their language, reading, spelling, letter writing automaticity, and writing in the spring. Data were analyzed using a latent variable approach, including confirmatory factor analysis and structural equation modeling. The seven traits in the 6 + 1 trait system were best described as two constructs: substantive quality and spelling and writing conventions. When the other evaluation procedures such as productivity and syntactic complexity indicators were included, four dimensions emerged: substantive quality, productivity, syntactic complexity, and spelling and writing conventions. Language and literacy predictors were differentially related to each dimension in written composition. These four dimensions may be a useful guideline for evaluating developing beginning writers' compositions.
Show less
Date Issued: 2014-02-01
Identifier: FSU_pmch_24687472, 10.1044/1092-4388(2013/12-0152), PMC3972623, 24687472, 24687472, 1829925
Format: Citation

Title: Expanding the Developmental Models of Writing: A Direct and Indirect Effects Model of Developmental Writing (DIEW).
Creator: Kim, Young-Suk, Schatschneider, Christopher
Abstract/Description: We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills (vocabulary and grammatical knowledge) and higher-order cognitive skills (inference and theory of mind) were hypothesized to be component skills of...
Show moreWe investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills (vocabulary and grammatical knowledge) and higher-order cognitive skills (inference and theory of mind) were hypothesized to be component skills of text generation (i.e., discourse-level oral language). Results from structural equation modeling largely supported a complete mediation model among four variations of the DIEW model. Discourse-level oral language, spelling, and handwriting fluency completely mediated the relations of higher-order cognitive skills, foundational oral language, and working memory to writing. Moreover, language and cognitive skills had both direct and indirect relations to discourse-level oral language. Total effects, including direct and indirect effects, were substantial for discourse-level oral language (.46), working memory (.43), and spelling (.37), followed by vocabulary (.19), handwriting (.17), theory of mind (.12), inference (.10), and grammatical knowledge (.10). The model explained approximately 67% of variance in writing quality. These results indicate that multiple language and cognitive skills make direct and indirect contributions, and it is important to consider both direct and indirect pathways of influences when considering skills that are important to writing.
Show less
Date Issued: 2016-05-12
Identifier: FSU_libsubv1_scholarship_submission_1462974256, 10.1037/edu0000129
Format: Citation

Title: Eye movements and parafoveal processing during reading in Korean.
Creator: Kim, Young-Suk, Radach, Ralph, Vorstiu, Christian
Abstract/Description: Parafoveal word processing was examined during Korean reading. Twenty four native speakers of Korean read sentences in two conditions while their eye movements were being monitored. The boundary paradigm (Rayner, 1975) was used to create a mismatch between characters displayed before and after an eye movement contingent display change. In the first condition, the critical previews were correct case markers in terms of syntactic category (e.g., object marker for an object noun) but with a...
Show moreParafoveal word processing was examined during Korean reading. Twenty four native speakers of Korean read sentences in two conditions while their eye movements were being monitored. The boundary paradigm (Rayner, 1975) was used to create a mismatch between characters displayed before and after an eye movement contingent display change. In the first condition, the critical previews were correct case markers in terms of syntactic category (e.g., object marker for an object noun) but with a phonologically incorrect form (e.g., using 를 instead of 을when the preceding noun ends with a consonant). In the second condition, incorrect case markers in terms of syntactic category were used, also creating a semantic mismatch between preview and target. Results include a small but significant parafovea-on-fovea effect on the preceding fixation, combined with a large effect on late measures of target word reading when a syntactically incorrect preview was presented. These results indicate that skilled Korean readers are quite sensitive to high-level linguistic information available in the parafovea.
Show less
Date Issued: 2011-12-17
Identifier: FSU_libsubv1_scholarship_submission_1460579548, 10.1007/s11145-011-9349-0
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.
Show less
Date Issued: 2014-06-30
Identifier: FSU_libsubv1_scholarship_submission_1453824565, 10.1080/19345747.2014.906692
Format: Citation

Title: Language and cognitive predictors of text comprehension: Evidence from multivariate analysis.
Creator: Kim, Young-Suk
Abstract/Description: We examined, using data from children in South Korea (N = 145, mean age = 6.08), how low level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low level skills predicted comprehension monitoring and ToM,...
Show moreWe examined, using data from children in South Korea (N = 145, mean age = 6.08), how low level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low level skills predicted comprehension monitoring and ToM, which in turn predicted listening comprehension. Vocabulary and syntactic knowledge were also directly related to listening comprehension whereas working memory was indirectly related via comprehension monitoring and ToM. Listening comprehension and word reading completely mediated the relations of language and cognitive skills to reading comprehension.
Show less
Date Issued: 2014-08-30
Identifier: FSU_libsubv1_scholarship_submission_1460564930, 10.1111/cdev.12293
Format: Citation

Title: Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders.
Creator: Kim, Young-Suk, Otaiba, Stephanie Al, Sidler, Jessica Folsom, Gruelich, Luana
Abstract/Description: We had two primary purposes in the present study: (1) to examine unique child-level predictors of written composition which included language skills, literacy skills (e.g., reading and spelling), and attentiveness and (2) to examine whether instructional quality (quality in responsiveness and individualization, and quality in spelling and writing instruction) is uniquely related to written composition for first-grade children (N = 527). Children's written composition was evaluated on...
Show moreWe had two primary purposes in the present study: (1) to examine unique child-level predictors of written composition which included language skills, literacy skills (e.g., reading and spelling), and attentiveness and (2) to examine whether instructional quality (quality in responsiveness and individualization, and quality in spelling and writing instruction) is uniquely related to written composition for first-grade children (N = 527). Children's written composition was evaluated on substantive quality (ideas, organization, word choice, and sentence flow) and writing conventions (spelling, mechanics, and handwriting). Results revealed that for the substantive quality of writing, children's grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness were uniquely related. Teachers' responsiveness was also uniquely related to the substantive quality of written composition after accounting for child predictors and other instructional quality variables. For the writing conventions outcome, children's spelling and attentiveness were uniquely related, but instructional quality was not. These results suggest the importance of paying attention to multiple component skills such as language, literacy, and behavioral factors as well as teachers' responsiveness for writing development.
Show less
Date Issued: 2013-07-01
Identifier: FSU_pmch_24062600, 10.1016/j.ecresq.2013.01.001, PMC3778931, 24062600, 24062600
Format: Citation

Title: The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Puranik, Cynthia, Folsom, Jessica Sidler, Gruelich, Luana
Abstract/Description: In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed...
Show moreIn the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally (p = .06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, vocabulary was positively and uniquely related to word reading and spelling after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity.
Show less
Date Issued: 2013-03-30
Identifier: FSU_libsubv1_scholarship_submission_1460577167, 10.1007/s11145-013-9440-9
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.
Show less
Date Issued: 2014-01-01
Identifier: FSU_pmch_25346781, 10.1080/19345747.2014.906692, PMC4207218, 25346781, 25346781
Format: Citation

Title: Is oral/text reading fluency a “bridge” to reading comprehension?.
Creator: Kim, Young-Suk, Park, Chea Hyeong, Wagner, Richard K.
Abstract/Description: In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency...
Show moreIn the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency was a dissociable construct for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text reading fluency for first graders, but not for kindergartners, over and above word reading fluency. In addition, text reading fluency was uniquely related to reading comprehension for kindergartners, but not for first graders, after accounting for word reading fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for reading comprehension component skills including text reading fluency.
Show less
Date Issued: 2013-03-23
Identifier: FSU_libsubv1_scholarship_submission_1460580499, 10.1007/s11145-013-9434-7
Format: Citation

Title: Kindergarten Predictors of Third Grade Writing.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Wanzek, Jeanne
Abstract/Description: The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in...
Show moreThe primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not independently related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications.
Show less
Date Issued: 2015-01-01
Identifier: FSU_libsubv1_scholarship_submission_1460574988
Format: Citation

Title: Kindergarten Predictors of Third Grade Writing.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Wanzek, Jeanne
Abstract/Description: The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks - one narrative and two expository prompts. Children's written compositions were evaluated in...
Show moreThe primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks - one narrative and two expository prompts. Children's written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not directly related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications.
Show less
Date Issued: 2015-01-01
Identifier: FSU_pmch_25642118, 10.1016/j.lindif.2014.11.009, PMC4308812, 25642118, 25642118
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.
Show less
Date Issued: 2011-06-01
Identifier: FSU_pmch_26346970, 10.1177/1534508410396698, PMC4557888, 26346970, 26346970
Format: Citation

Title: The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework.
Creator: Petscher, Yaacov M., Kim, Young-Suk, Foorman, Barbara R.
Abstract/Description: As schools implement Response-to-Intervention (RTI) to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, DIBELS 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 [SAT10] & Gates-McGinitie Reading Test -4th Edition [GMRT]) at the end of...
Show moreAs schools implement Response-to-Intervention (RTI) to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, DIBELS 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 [SAT10] & Gates-McGinitie Reading Test -4th Edition [GMRT]) at the end of second grade. The results showed that the DIBELS oral reading fluency tended to have higher sensitivity and negative predictive power for SAT10, and higher specificity and positive predictive power for GMRT. Furthermore, attempting to achieve a criterion of positive predictive power for a given reading comprehension outcome (SAT10 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.
Show less
Date Issued: 2011
Identifier: FSU_migr_fcrr-pubs-0004, 10.1177/1534508410396698
Format: Citation

Title: Is academic language use a separate dimension in beginning writing?: Evidence from Korean Children.
Creator: Kim, Young-Suk, Park, Chea Hyeong, Park, Younghee
Abstract/Description: In the present study, we examined whether children’s use of academic language (vocabulary and connectives) were a dissociable dimension from quality and productivity dimensions of written composition, and how language and literacy predictors are related to various writing dimensions for beginning writers in Korean (N = 156). Results showed that academic vocabulary and connectives were better described as indicators of the substantive quality dimension, not a separate dimension. Children’s...
Show moreIn the present study, we examined whether children’s use of academic language (vocabulary and connectives) were a dissociable dimension from quality and productivity dimensions of written composition, and how language and literacy predictors are related to various writing dimensions for beginning writers in Korean (N = 156). Results showed that academic vocabulary and connectives were better described as indicators of the substantive quality dimension, not a separate dimension. Children’s language and reading comprehension skills as well as spelling skill were uniquely related to the quality dimension of written composition. Children’s transcription skills such as spelling and handwriting automaticity were uniquely related to the productivity dimension of written composition. These results suggest that the extent to which children use academic language in written composition contributes to the quality aspect of written composition, and unique language and literacy predictors differ for different dimensions of written composition for Korean beginning writers.
Show less
Date Issued: 2013-10-01
Identifier: FSU_libsubv1_scholarship_submission_1460578723, 10.1016/j.lindif.2013.06.002
Format: Citation

Title: Language and cognitive predictors of text comprehension: Evidence from multivariate analysis.
Creator: Kim, Young-Suk
Abstract/Description: Using data from children in South Korea (N = 145, Mage = 6.08), it was determined how low-level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high-level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low-level skills predicted comprehension monitoring and ToM,...
Show moreUsing data from children in South Korea (N = 145, Mage = 6.08), it was determined how low-level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high-level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low-level skills predicted comprehension monitoring and ToM, which in turn predicted listening comprehension. Vocabulary and syntactic knowledge were also directly related to listening comprehension, whereas working memory was indirectly related via comprehension monitoring and ToM. Listening comprehension and word reading completely mediated the relations of language and cognitive skills to reading comprehension.
Show less
Date Issued: 2015
Identifier: FSU_migr_ste_faculty_publications-0024
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.
Show less
Date Issued: 2013-02-01
Identifier: FSU_libsubv1_scholarship_submission_1453824754, 10.1007/s11145-012-9367-6
Format: Citation

Title: Cat in a hat or cat in a cap?: An investigation of developmental trajectories of phonological awareness for Korean children.
Creator: Kim, Young-Suk
Abstract/Description: This study investigated trajectories of Korean children’s growth in the awareness of four phonological units – syllable, body, rime, and phoneme – over time, by following a sample of 215 children over a period of 15 months, beginning at their first year of preschool and collecting four waves of data. Much of the existing research suggests that children who speak European languages tend to find subsyllabic phonological units, onset and rime, salient. In contrast, the results revealed that...
Show moreThis study investigated trajectories of Korean children’s growth in the awareness of four phonological units – syllable, body, rime, and phoneme – over time, by following a sample of 215 children over a period of 15 months, beginning at their first year of preschool and collecting four waves of data. Much of the existing research suggests that children who speak European languages tend to find subsyllabic phonological units, onset and rime, salient. In contrast, the results revealed that Korean children tended to find body and coda more accessible, and that the growth trajectories for body and rime awareness differed. Korean children had a higher awareness of the body unit than the rime unit at the beginning of the study, and their body awareness grew at a much faster rate than did their rime awareness. These findings support the emerging evidence that young Korean children find body-coda more accessible than onset-rime
Show less
Date Issued: 2008-11-01
Identifier: FSU_libsubv1_scholarship_submission_1763, 10.1111/j.1467-9817.2008.00379.x
Format: Citation

Title: Cognitive correlates of listening comprehension.
Creator: Kim, Young-Suk, Phillips, Beth
Abstract/Description: In an effort to understand cognitive foundations of oral language comprehension (i.e., listening comprehension), we examined how inhibitory control, theory of mind, and comprehension monitoring are uniquely related to listening comprehension over and above vocabulary and age. A total of 156 children in kindergarten and first grade from high poverty schools participated in the study. Using structural equation modeling, results showed that all three cognitive skills, inhibitory control, theory...
Show moreIn an effort to understand cognitive foundations of oral language comprehension (i.e., listening comprehension), we examined how inhibitory control, theory of mind, and comprehension monitoring are uniquely related to listening comprehension over and above vocabulary and age. A total of 156 children in kindergarten and first grade from high poverty schools participated in the study. Using structural equation modeling, results showed that all three cognitive skills, inhibitory control, theory of mind, and comprehension monitoring, were positively related to listening comprehension after accounting for vocabulary and age. In addition, inhibitory control had a direct relation to listening comprehension, not indirectly via theory of mind. Results are discussed in light of cognitive component skills for listening comprehension.
Show less
Date Issued: 2014-07-01
Identifier: FSU_libsubv1_scholarship_submission_1453746379, 10.1002/rrq.74
Format: Citation

School of Teacher Education (30)	+ -
Florida Learning Disability Research Center (17)	+ -
Florida Center for Reading Research (9)	+ -
Department of Psychology (1)	+ -

Child (4)	+ -
Female (4)	+ -
Humans (4)	+ -
Male (4)	+ -
Reading (4)	+ -

Achievement (2)	+ -
Comprehension (2)	+ -
Education (2)	+ -
Educational evaluation (2)	+ -
Linguistics (2)	+ -
Research (2)	+ -
Speech Perception (2)	+ -
Students/psychology (2)	+ -
Vocabulary (2)	+ -
Child Language (1)	+ -
Educational Measurement/methods (1)	+ -
Educational Measurement/standards (1)	+ -
Educational Measurement/statistics & numerical data (1)	+ -
Handwriting (1)	+ -
Language Development (1)	+ -
Longitudinal Studies (1)	+ -
Memory, Short-Term (1)	+ -
Models, Educational (1)	+ -
Phonetics (1)	+ -
Socioeconomic Factors (1)	+ -
Southeastern United States (1)	+ -
Speech (1)	+ -
Statistics as Topic (1)	+ -
Students/statistics & numerical data (1)	+ -
Verbal Behavior (1)	+ -

Al Otaiba, Stephanie (15)	+ -
Petscher, Yaacov (12)	+ -
Puranik, Cynthia (8)	+ -
Wanzek, Jeanne (8)	+ -
Folsom, Jessica Sidler (5)	+ -

Wagner, Richard K. (5)	+ -
Gruelich, Luana (4)	+ -
Apel, Kenn (3)	+ -
Greulich, Luana (3)	+ -
Otaiba, Stephanie Al (3)	+ -
Wagner, Richard K (3)	+ -
Al Otaiba, Stephanie Dent (2)	+ -
Gatlin, Brandy (2)	+ -
Kent, Shawn (2)	+ -
Lonigan, Christopher J (2)	+ -
Park, Chea Hyeong (2)	+ -
Park, Younghee (2)	+ -
Petscher, Yaacov M. (2)	+ -
Barnes, Adrienne E. (1)	+ -
Connor, Carol McDonald (1)	+ -
Crowe, Elizabeth C (1)	+ -
Folsom, Jessica S (1)	+ -
Foorman, Barbara (1)	+ -
Foorman, Barbara R (1)	+ -
Foorman, Barbara R. (1)	+ -
Foster, Elizabeth (1)	+ -
Johnson, Lakeisha Cooper (1)	+ -
Kaschak, Michael (1)	+ -
Katzir, Tami (1)	+ -

Search In

Sort Results By:

Narrow results by:

Collection

Topical Subject

Genre

Type of Resource

Language

Creator

Found In

Owner