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Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.

Title: Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
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Name(s): Tighe, Elizabeth L, author
Wagner, Richard K, author
Schatschneider, Christopher, author
Type of Resource: text
Genre: Text
Date Issued: 2015-04-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: This study demonstrates the utility of applying a causal indicator modeling framework to investigate important predictors of reading comprehension in third, seventh, and tenth grade students. The results indicated that a 4-factor multiple indicator multiple indicator cause (MIMIC) model of reading comprehension provided adequate fit at each grade level. This model included latent predictor constructs of decoding, verbal reasoning, nonverbal reasoning, and working memory and accounted for a large portion of the reading comprehension variance (73% to 87%) across grade levels. Verbal reasoning contributed the most unique variance to reading comprehension at all grade levels. In addition, we fit a multiple group 4-factor MIMIC model to investigate the relative stability (or variability) of the predictor contributions to reading comprehension across development (i.e., grade levels). The results revealed that the contributions of verbal reasoning, nonverbal reasoning, and working memory to reading comprehension were stable across the three grade levels. Decoding was the only predictor that could not be constrained to be equal across grade levels. The contribution of decoding skills to reading comprehension was higher in third grade and then remained relatively stable between seventh and tenth grade. These findings illustrate the feasibility of using MIMIC models to explain individual differences in reading comprehension across the development of reading skills.
Identifier: FSU_pmch_25821346 (IID), 10.1007/s11145-014-9532-1 (DOI), PMC4371741 (PMCID), 25821346 (RID), 25821346 (EID)
Keywords: Causal indicator modeling, Decoding, Nonverbal reasoning, Reading comprehension, Verbal reasoning, Working memory
Grant Number: P50 HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4371741.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_25821346
Owner Institution: FSU
Is Part Of: Reading and writing.
0922-4777
Issue: iss. 4, vol. 28

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Tighe, E. L., Wagner, R. K., & Schatschneider, C. (2015). Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students. Reading And Writing. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_25821346