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Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
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...
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...
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...
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...
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...
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...
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...
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...
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 ...
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...
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...
This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is comprised of eight component interventions targeting malleable language and...
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...
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...
Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word Reading Fluency, Text Reading Fluency, and Reading Comprehension
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...
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...
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...
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....
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...
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...
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...
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 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...
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 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...
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...
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...
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
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...
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 Unique Relation of Silent Reading Fluency to End-of-Year Reading Comprehension: Understanding Individual Differences at the Student, Classroom, School, and District Levels
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...
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...
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...
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...
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...
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...
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...
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...
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...
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, ...
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
