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componential model of reading

Title: The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry.
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Name(s): Ortiz, Miriam, author
Folsom, Jessica S, author
Al Otaiba, Stephanie, author
Greulich, Luana, author
Thomas-Tate, Shurita, author
Connor, Carol M, author
Type of Resource: text
Genre: Text
Date Issued: 2012-09-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and morpho-syntactic skills, and alphabetic and word recognition skills. Data were obtained for 224 culturally diverse kindergarteners (58% Black, 34% White, and 8% Hispanic or other; 58% received free or reduced-price lunch) from a larger study conducted in seven predominantly high poverty schools (n = 20 classrooms) in a midsized city school district in northern Florida. Results from a hierarchical multiple regression (with variables in the ecological domain entered first, followed by the psychological and cognitive domains) revealed a model that explained roughly 56% of the variance in first grade reading achievement, using fall-of-kindergarten predictors. Letter-word reading and morpho-syntactic skill were the strongest significant predictors. The findings largely support the CMR model as a means to understand individual differences in reading acquisition and, in turn, to support data-based instructional decisions for a wider range of children.
Identifier: FSU_pmch_22227395 (IID), 10.1177/0022219411431242 (DOI), PMC3328636 (PMCID), 22227395 (RID), 22227395 (EID), 0022219411431242 (PII)
Grant Number: P50 HD052120, P50 HD052120-05, P50HD052120, R305B04074
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3328636.
Subject(s): Child
Child, Preschool
Female
Florida/ethnology
Humans
Language
Language Development
Language Tests
Male
Models, Psychological
Poverty/psychology
Predictive Value of Tests
Reading
Regression Analysis
Schools/economics
Students/psychology
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_22227395
Owner Institution: FSU
Is Part Of: Journal of learning disabilities.
1538-4780
Issue: iss. 5, vol. 45

Choose the citation style.
Ortiz, M., Folsom, J. S., Al Otaiba, S., Greulich, L., Thomas-Tate, S., & Connor, C. M. (2012). The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry. Journal Of Learning Disabilities. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_22227395