Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades.
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TL;DR: Results support a bifactor model of lexical knowledge rather than the 3-factor model of the Simple View of Reading, with the vast amount of variance in reading comprehension explained by a general oral language factor.
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Abstract: The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population-adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to represent these constructs with minimal error and to examine whether residual variance unaccounted for by oral language can be captured by specific factors of syntax and vocabulary. A 1-, 3-, 4-, and bifactor model were tested with 1,792 students in 18 schools in 2 large urban districts in the Southeast. Students were individually administered measures of expressive and receptive vocabulary, syntax, and decoding fluency in mid-year. At the end of the year students took the state reading test as well as a group-administered, norm-referenced test of reading comprehension. The bifactor model fit the data best in all 7 grades and explained 72% to 99% of the variance in reading comprehension. The specific factors of syntax and vocabulary explained significant unique variance in reading comprehension in 1 grade each. The decoding fluency factor was significantly correlated with the reading comprehension and oral language factors in all grades, but, in the presence of the oral language factor, was not significantly associated with the reading comprehension factor. Results support a bifactor model of lexical knowledge rather than the 3-factor model of the Simple View of Reading, with the vast amount of variance in reading comprehension explained by a general oral language factor.
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Citations
Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER).
Young-Suk Grace Kim
- 01 Jan 2017
TL;DR: This paper examined the relationship between language, cognitive, and literacy skills (i.e., working memory, vocabulary, grammatical knowledge, inference, comprehension monitoring, word reading, and listening comprehension) to reading comprehension.
279
Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex.
TL;DR: It was found that the shared variance between vocabulary, grammar, verbal working memory, and inference skills was a powerful longitudinal predictor of variations in both listening and reading comprehension.
252
Examining the simple view of reading with elementary school children: Still simple after all these years.
TL;DR: The simple view of reading (SVR) as discussed by the authors proposes that performance in reading comprehension is the result of decoding and linguistic comprehension, and that each component is necessary but not sufficient for reading comprehension.
Morphological awareness and reading comprehension: Examining mediating factors.
TL;DR: This study evaluated four potential intervening variables through which morphological awareness may contribute indirectly to reading comprehension in children as well as children's ability to read and analyze the meaning of morphologically complex words.
168
Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER).
TL;DR: This paper investigated two hypotheses of a recently proposed integrative theoretical model of reading: (a) hierarchical relations and (b) dynamic relations (or differential relations) of skills to reading comprehension.
153
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