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- Title
- Individual Differences in Reading Skill Are Related to Trial-by-Trial Neural Activation Variability in the Reading Network.
- Creator
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Malins, Jeffrey G, Pugh, Kenneth R, Buis, Bonnie, Frost, Stephen J, Hoeft, Fumiko, Landi, Nicole, Mencl, W Einar, Kurian, Anish, Staples, Ryan, Molfese, Peter J, Sevcik, Rose,...
Show moreMalins, Jeffrey G, Pugh, Kenneth R, Buis, Bonnie, Frost, Stephen J, Hoeft, Fumiko, Landi, Nicole, Mencl, W Einar, Kurian, Anish, Staples, Ryan, Molfese, Peter J, Sevcik, Rose, Morris, Robin
Show less - Abstract/Description
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Recent work has suggested that variability in levels of neural activation may be related to behavioral and cognitive performance across a number of domains and may offer information that is not captured by more traditional measures that use the average level of brain activation. We examined the relationship between reading skill in school-aged children and neural activation variability during a functional MRI reading task after taking into account average levels of activity. The reading task...
Show moreRecent work has suggested that variability in levels of neural activation may be related to behavioral and cognitive performance across a number of domains and may offer information that is not captured by more traditional measures that use the average level of brain activation. We examined the relationship between reading skill in school-aged children and neural activation variability during a functional MRI reading task after taking into account average levels of activity. The reading task involved matching printed and spoken words to pictures of items. Single trial activation estimates were used to calculate the mean and standard deviation of children's responses to print and speech stimuli; multiple regression analyses evaluated the relationship between reading skill and trial-by-trial activation variability. The reliability of observed findings from the discovery sample ( = 44; ages 8-11; 18 female) was then confirmed in an independent sample of children ( = 32; ages 8-11; 14 female). Across the two samples, reading skill was positively related to trial-by-trial variability in the activation response to print in the left inferior frontal gyrus pars triangularis. This relationship held even when accounting for mean levels of activation. This finding suggests that intrasubject variability in trial-by-trial fMRI activation responses to printed words accounts for individual differences in human reading ability that are not fully captured by traditional mean levels of brain activity. Furthermore, this positive relationship between trial-by-trial activation variability and reading skill may provide evidence that neural variability plays a beneficial role during early reading development. Recent work has suggested that neural activation variability, or moment-to-moment changes in the engagement of brain regions, is related to individual differences in behavioral and cognitive performance across multiple domains. However, differences in neural activation variability have not yet been evaluated in relation to reading skill. In the current study, we analyzed data from two independent groups of children who performed an fMRI task involving reading and listening to words. Across both samples, reading skill was positively related to trial-by-trial variability in activation to print stimuli in the left inferior frontal gyrus pars triangularis, even when accounting for the more conventional measure of mean levels of brain activity. This finding suggests that neural variability could be beneficial in developing readers.
Show less - Date Issued
- 2018-03-21
- Identifier
- FSU_pmch_29440534, 10.1523/JNEUROSCI.0907-17.2018, PMC5864150, 29440534, 29440534, JNEUROSCI.0907-17.2018
- Format
- Citation
- Title
- Genetic and environmental influences on early literacy skills across school grade contexts.
- Creator
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Haughbrook, Rasheda, Hart, Sara A, Schatschneider, Christopher, Taylor, Jeanette
- Abstract/Description
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Recent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. 'A', 'B') often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school grades. Participants included twins drawn from the Florida Twin Project on Reading (n = 1313 pairs) aged 4 to 10 years during the 2006-07 school year. Early literacy...
Show moreRecent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. 'A', 'B') often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school grades. Participants included twins drawn from the Florida Twin Project on Reading (n = 1313 pairs) aged 4 to 10 years during the 2006-07 school year. Early literacy skills were assessed with DIBELS subtests: Oral Reading Fluency (ORF), Nonsense Word Fluency (NWF), Initial Sound Fluency (ISF), Letter Naming Fluency (LNF), and Phoneme Segmentation Fluency (PSF). School grade data were retrieved from the Florida Department of Education. Multi-group analyses were conducted separately for subsamples defined by 'A' or 'non-A' schools, controlling for school-level socioeconomic status. Results indicated significant etiological differences on pre-reading skills (ISF, LNF, and PSF), but not word-level reading skills (ORF and NWF). There was a consistent trend of greater environmental influences on pre-reading skills in non-A schools, arguably representing 'poorer' environmental contexts than the A schools. Importantly, this is the case outside of resources linked with school-level SES, indicating that something about the direct environment on pre-reading skills in the non-A school context is more variable than for A schools.
Show less - Date Issued
- 2017-09-01
- Identifier
- FSU_pmch_27496364, 10.1111/desc.12434, PMC5293682, 27496364, 27496364
- Format
- Citation
- Title
- Modeling the early language trajectory of language development and its relation to poor reading comprehension.
- Creator
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Petscher, Yaacov, Justice, Laura, Hogan, Tiffany, Mashburn, Andrew
- Abstract/Description
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This study examined change in early language comprehension from 15 to 54 months for fifth grade typical readers (n = 35), poor decoders (n = 11), or poor comprehenders (n = 16) who were ascertained at birth in 1991 in a nationally representative study of early child-care experiences. Measures of language comprehension were captured across early childhood for the 72 children, and these measures changed at each measurement time-point; therefore, data were transformed to ranks. Multiple group...
Show moreThis study examined change in early language comprehension from 15 to 54 months for fifth grade typical readers (n = 35), poor decoders (n = 11), or poor comprehenders (n = 16) who were ascertained at birth in 1991 in a nationally representative study of early child-care experiences. Measures of language comprehension were captured across early childhood for the 72 children, and these measures changed at each measurement time-point; therefore, data were transformed to ranks. Multiple group quasi-simplex and latent growth models were used to examine children’s relative rank change. Results showed that future poor comprehenders significantly declined in language comprehension over time relative to future poor decoders and typical readers, who gradually improved. Findings suggest that deficits in early language contribute to reading difficulties. Efforts to improve language skills as a means to improve reading comprehension, particularly for poor comprehenders, hinge upon the perspective that language weaknesses are a causal contributor to reading difficulties.
Show less - Date Issued
- 2017-07-05
- Identifier
- FSU_libsubv1_scholarship_submission_1490109631, 10.1111/cdev.12880
- Format
- Citation
- Title
- Home Environmental and Behavioral Risk Indices for Reading Achievement.
- Creator
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Taylor, Jeanette, Ennis, Chelsea R, Hart, Sara A, Mikolajewski, Amy J, Schatschneider, Christopher
- Abstract/Description
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The goal of this study was to identify home environmental and temperament/behavior variables that best predict standardized reading comprehension scores among school-aged children. Data from 269 children aged 9-16 ( = 12.08; = 1.62) were used in discriminant function analyses to create the and indices. Family income was controlled in each index. The final and models each classified around 75% of cases correctly (reading comprehension at grade level vs. not). Each index was then used to...
Show moreThe goal of this study was to identify home environmental and temperament/behavior variables that best predict standardized reading comprehension scores among school-aged children. Data from 269 children aged 9-16 ( = 12.08; = 1.62) were used in discriminant function analyses to create the and indices. Family income was controlled in each index. The final and models each classified around 75% of cases correctly (reading comprehension at grade level vs. not). Each index was then used to predict other outcomes related to reading. Results showed that and/or accounted for 4-7% of the variance in reading fluency and spelling and 20-35% of the variance in parent-rated problems in math, social anxiety, and other dimensions. These metrics show promise as environmental and temperament/behavior risk scores that could be used to predict and potentially screen for further assessment of reading related problems.
Show less - Date Issued
- 2017-07-01
- Identifier
- FSU_pmch_29151723, 10.1016/j.lindif.2017.05.010, PMC5685532, 29151723, 29151723
- Format
- Citation
- Title
- Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills..
- Creator
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Lonigan, Christopher J, Allan, Darcey M, Goodrich, J Marc, Farrington, Amber L, Phillips, Beth M
- Abstract/Description
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Children's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined links between preschool children's self-regulation or executive function and their academic skill development, few included large numbers of Spanish-speaking language-minority children. Among the fastest growing segments of the U.S. school-age...
Show moreChildren's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined links between preschool children's self-regulation or executive function and their academic skill development, few included large numbers of Spanish-speaking language-minority children. Among the fastest growing segments of the U.S. school-age population, many of these children are at significant risk of academic difficulties. We examined the relations between inhibitory control and academic skills in a sample containing a large number of Spanish-speaking preschoolers. Overall, the children demonstrated substantial academic risk based on preschool-entry vocabulary scores in the below-average range. Children completed assessments of language, literacy, and math skills in English and Spanish, when appropriate, at the start and end of their preschool year, along with a measure of inhibitory control, the Head-Toes-Knees-Shoulders task, which was administered at the start of the preschool year in the child's dominant conversational language. Scores on this last measure were lower for children for whom it was administered in Spanish. For both English and Spanish outcomes, those scores were significantly and uniquely associated with higher scores on measures of phonological awareness and math skills but not vocabulary or print knowledge skills.
Show less - Date Issued
- 2017-07-01
- Identifier
- FSU_pmch_26631366, 10.1177/0022219415618498, PMC5432406, 26631366, 26631366, 0022219415618498
- Format
- Citation
- Title
- The BDNF ValMet polymorphism is associated with structural neuroanatomical differences in young children.
- Creator
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Jasińska, Kaja K, Molfese, Peter J, Kornilov, Sergey A, Mencl, W Einar, Frost, Stephen J, Lee, Maria, Pugh, Kenneth R, Grigorenko, Elena L, Landi, Nicole
- Abstract/Description
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The brain-derived neurotrophic factor (BDNF) ValMet single nucleotide polymorphism (SNP) has been associated with individual differences in brain structure and function, and cognition. Research on BDNF's influence on brain and cognition has largely been limited to adults, and little is known about the association of this gene, and specifically the ValMet polymorphism, with developing brain structure and emerging cognitive functions in children. We performed a targeted genetic association...
Show moreThe brain-derived neurotrophic factor (BDNF) ValMet single nucleotide polymorphism (SNP) has been associated with individual differences in brain structure and function, and cognition. Research on BDNF's influence on brain and cognition has largely been limited to adults, and little is known about the association of this gene, and specifically the ValMet polymorphism, with developing brain structure and emerging cognitive functions in children. We performed a targeted genetic association analysis on cortical thickness, surface area, and subcortical volume in 78 children (ages 6-10) who were Val homozygotes (homozygous Val/Val carriers) or Met carriers (Val/Met, Met/Met) for the ValMet locus using Atlas-based brain segmentation. We observed greater cortical thickness for Val homozygotes in regions supporting declarative memory systems (anterior temporal pole/entorhinal cortex), consistent with adult findings. Met carriers had greater surface area in the prefrontal and parietal cortices and greater cortical thickness in lateral occipital/parietal cortex in contrast to prior adult findings that may relate to performance on cognitive tasks supported by these regions in Met carriers. Finally, we found larger right hippocampal volume in Met carriers, although inconsistent with adult findings (generally reports larger volumes for Val homozygotes), is consistent with a recent finding in children. Gene expression levels vary across different brain regions and across development and our findings highlight the need to consider this developmental change in explorations of BDNF-brain relationships. The impact of the BDNF ValMet polymorphism on the structure of the developing brain therefore reflects regionally-specific developmental changes in BDNF expression and cortical maturation trajectories.
Show less - Date Issued
- 2017-06-15
- Identifier
- FSU_pmch_28359883, 10.1016/j.bbr.2017.03.014, PMC5536104, 28359883, 28359883, S0166-4328(16)30644-1
- Format
- Citation
- Title
- Factor structure and aetiological architecture of the BRIEF: A twin study..
- Creator
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Little, Callie W, Taylor, Jeanette, Moltisanti, Allison, Ennis, Chelsea, Hart, Sara A, Schatschneider, Chris
- Abstract/Description
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Executive function is a broad construct that encompasses various processes involved in goal-directed behaviour in non-routine situations (Banich, 2009). The present study uses a sample of 560 5- to 16-year-old twin pairs (M = 11.14, SD = 2.53): 219 monozygotic twin pairs (114 female; 105 male) and 341 dizygotic twin pairs (136 female, 107 male; 98 opposite sex) to extend prior literature by providing information about the factor structure and the genetic and environmental architecture of the...
Show moreExecutive function is a broad construct that encompasses various processes involved in goal-directed behaviour in non-routine situations (Banich, 2009). The present study uses a sample of 560 5- to 16-year-old twin pairs (M = 11.14, SD = 2.53): 219 monozygotic twin pairs (114 female; 105 male) and 341 dizygotic twin pairs (136 female, 107 male; 98 opposite sex) to extend prior literature by providing information about the factor structure and the genetic and environmental architecture of the Behavior Rating Inventory of Executive Function (BRIEF; Gioia et al., 2000, Child Neuropsychol., 6, 235; Gioia et al., 2000, Behavior rating inventory of executive function, Lutz, FL: Psychological Assessment Resources), a multifaceted rating scale of everyday executive functions. Phenotypic results revealed a 9-scale, 3-factor model best represents the BRIEF structure within the current sample. Results of the genetically sensitive analyses indicated the presence of rater bias/contrast effects for the Initiate, Working Memory, and Task-Monitor scales. Additive genetic and non-shared environmental influences were present for the Initiate, Plan/Organize, Organization of Materials, Shift, and Monitor and Self-Monitor scales. Influences on Emotional Control were solely environmental. Interestingly, the aetiological architecture observed was similar to that of performance-based measures of executive function. This observed similarity provided additional evidence for the usefulness of the BRIEF as a measure of 'everyday' executive function.
Show less - Date Issued
- 2017-06-01
- Identifier
- FSU_pmch_26351204, 10.1111/jnp.12084, PMC4833672, 26351204, 26351204
- Format
- Citation
- Title
- Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4..
- Creator
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Kim, Grace Young-Suk, Schatschneider, Christopher, Wanzek, Jeanne, Gatlin, Brandy, Al Otaiba, Stephanie
- Abstract/Description
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We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of .90 and .80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written compositions were evaluated in widely used evaluation methods for developing writers: holistic scoring, productivity, and curriculum-based writing...
Show moreWe examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of .90 and .80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written compositions were evaluated in widely used evaluation methods for developing writers: holistic scoring, productivity, and curriculum-based writing scores. Results showed that 54% and 52% of variance in narrative and expository compositions were attributable to true individual differences in writing. Students' scores varied largely by tasks (30.44% and 28.61% of variance), but not by raters. To reach the reliability of .90, multiple tasks and raters were needed, and for the reliability of .80, a single rater and multiple tasks were needed. These findings offer important implications about reliably evaluating children's writing skills, given that writing is typically evaluated by a single task and a single rater in classrooms and even in state accountability systems.
Show less - Date Issued
- 2017-06-01
- Identifier
- FSU_pmch_29075050, 10.1007/s11145-017-9724-6, PMC5653319, 29075050, 29075050
- Format
- Citation
- Title
- Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study..
- Creator
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Little, Callie W, Hart, Sara A, Quinn, Jamie M, Tucker-Drob, Elliot M, Taylor, Jeanette, Schatschneider, Christopher
- Abstract/Description
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This study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1-4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross-lagged parameters...
Show moreThis study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1-4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross-lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change.
Show less - Date Issued
- 2017-05-01
- Identifier
- FSU_pmch_27859016, 10.1111/cdev.12670, PMC5423830, 27859016, 27859016
- Format
- Citation
- Title
- The Comprehension Problems for Second-Language Learners with Poor Reading Comprehension despite Adequate Decoding: A Meta-Analysis..
- Creator
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Spencer, Mercedes, Wagner, Richard K
- Abstract/Description
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We conducted a meta-analysis of 16 existing studies to examine the nature of the comprehension problems for children who were second-language learners with poor reading comprehension despite adequate decoding. Results indicated that these children had deficits in oral language ( = -0.80), but these deficits were not as severe as their reading comprehension deficit ( = -2.47). Second-language learners also had weaker oral language skills compared to native-speaking children regardless of...
Show moreWe conducted a meta-analysis of 16 existing studies to examine the nature of the comprehension problems for children who were second-language learners with poor reading comprehension despite adequate decoding. Results indicated that these children had deficits in oral language ( = -0.80), but these deficits were not as severe as their reading comprehension deficit ( = -2.47). Second-language learners also had weaker oral language skills compared to native-speaking children regardless of comprehension status ( = -0.84). We discuss theoretical and practical implications of the finding that second-language learners who are poor at reading comprehension despite adequate decoding have deficits in oral language but the deficit is not sufficient to explain their deficit in reading comprehension.
Show less - Date Issued
- 2017-05-01
- Identifier
- FSU_pmch_28461711, 10.1111/1467-9817.12080, PMC5408953, 28461711, 28461711
- Format
- Citation
- Title
- Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)..
- Creator
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Dombek, Jennifer, Crowe, Elizabeth C, Spencer, Mercedes, Tighe, Elizabeth L, Coffinger, Sean, Zargar, Elham, Wood, Taffeta, Petscher, Yaacov
- Abstract/Description
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With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be...
Show moreWith national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n=230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through fourth grade. Results reveal that CALI demonstrates promise as a useable and feasible instructional individualized general education program, and is efficacious in improving social studies (=2.2) and science (=2.1) knowledge, with some evidence of improving oral and reading comprehension skills (=.125).
Show less - Date Issued
- 2017-04-01
- Identifier
- FSU_pmch_28479610, 10.1037/edu0000128, PMC5415842, 28479610, 28479610
- Format
- Citation
- Title
- Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children.
- Creator
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Milburn, Trelani F, Lonigan, Christopher J, Allan, Darcey M, Phillips, Beth M
- Abstract/Description
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To investigate approaches for identifying young children who may be at risk for later reading-related learning disabilities, this study compared the use of four contemporary methods of indexing learning disability (LD) with older children (i.e., IQ-achievement discrepancy, low achievement, low growth, and dual-discrepancy) to determine risk status with a large sample of 1,011 preschoolers. These children were classified as at risk or not using each method across three early-literacy skills (i...
Show moreTo investigate approaches for identifying young children who may be at risk for later reading-related learning disabilities, this study compared the use of four contemporary methods of indexing learning disability (LD) with older children (i.e., IQ-achievement discrepancy, low achievement, low growth, and dual-discrepancy) to determine risk status with a large sample of 1,011 preschoolers. These children were classified as at risk or not using each method across three early-literacy skills (i.e., language, phonological awareness, print knowledge) and at three levels of severity (i.e., 5th, 10th, 25th percentiles). Chance-corrected affected-status agreement (CCASA) indicated poor agreement among methods with rates of agreement generally decreasing with greater levels of severity for both single- and two-measure classification, and agreement rates were lower for two-measure classification than for single-measure classification. These low rates of agreement between conventional methods of identifying children at risk for LD represent a significant impediment for identification and intervention for young children considered at-risk.
Show less - Date Issued
- 2017-04-01
- Identifier
- FSU_pmch_28670102, 10.1016/j.lindif.2017.03.011, PMC5489126, 28670102, 28670102
- Format
- Citation
- Title
- Examining the relations between self-regulation and achievement in third grade students.
- Creator
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Day, Stephanie L, Connor, Carol M
- Abstract/Description
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Children with stronger self-regulation skills generally demonstrate greater overall success in school both academically and socially. However, there are few valid and reliable measures of self-regulation in middle elementary school. Such a measure could help identify whether a child is truly having difficulties. Thus, the Remembering Rules and Regulation Picture Task (RRRP) was developed. The aim of this study was to develop scoring systems for the RRRP and then to examine the associations...
Show moreChildren with stronger self-regulation skills generally demonstrate greater overall success in school both academically and socially. However, there are few valid and reliable measures of self-regulation in middle elementary school. Such a measure could help identify whether a child is truly having difficulties. Thus, the Remembering Rules and Regulation Picture Task (RRRP) was developed. The aim of this study was to develop scoring systems for the RRRP and then to examine the associations between RRRP and independent measures of self-regulation and academic achievement in mathematics and reading. Children ( = 282) from 34 third grade classrooms in Florida participated in this study. Results revealed that the RRRP captured three constructs: working memory, attentional flexibility, and inhibitory control. Hierarchical linear modeling (HLM) demonstrated that the RRRP was significantly and positively associated with other measures of self-regulation. The RRRP was significantly and positively associated with mathematics and reading as well. The RRRP appears to be a promising measure of children's self-regulation skills.
Show less - Date Issued
- 2017-03-01
- Identifier
- FSU_pmch_28439211, 10.1177/1534508416670367, PMC5400292, 28439211, 28439211
- Format
- Citation
- Title
- Factor structure and utility of the Behavior Rating Inventory of Executive Function-Preschool Version.
- Creator
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Spiegel, Jamie A, Lonigan, Christopher J, Phillips, Beth M
- Abstract/Description
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Executive function (EF) is a domain general cognitive construct associated with a number of important developmental outcomes. The Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P) is intended to assess 5 distinct components of EF in preschool age children. In this study, a series of factor analyses was conducted with teacher-reported EF of 2,367 preschool students to assess the structure of the BRIEF-P, and the predictive relations between the resulting factors and...
Show moreExecutive function (EF) is a domain general cognitive construct associated with a number of important developmental outcomes. The Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P) is intended to assess 5 distinct components of EF in preschool age children. In this study, a series of factor analyses was conducted with teacher-reported EF of 2,367 preschool students to assess the structure of the BRIEF-P, and the predictive relations between the resulting factors and children's academic abilities and behavioral self-regulation were assessed to test the construct and convergent validity of the BRIEF-P scores. Results yielded mixed findings concerning the structure of the BRIEF-P and validity of its resultant scores. Results of the factor analyses indicated that the items of the BRIEF-P did not map onto factors in the way that would be expected based on its item-to-subscale mapping. The best solutions were a 4-factor and a bifactor model. The 4-factor solution revealed substantial correlations between factors, and although the bifactor solution identified a General Self-Regulation factor that explained variance in responses across items, this general factor did not account for all of the overlap among specific factors. Analyses of the relations for the factors from the correlated-factors and the bifactor models indicated that the majority of the factors had limited convergent validity with academic ability or with a measure of behavior self-regulation. Overall, these findings call into question the validity of aspects of BRIEF-P. (PsycINFO Database Record
Show less - Date Issued
- 2017-02-01
- Identifier
- FSU_pmch_27148785, 10.1037/pas0000324, PMC5097689, 27148785, 27148785, 2016-22451-001
- Format
- Citation
- Title
- Exploring the Dimensionality of Morphological Knowledge for Adolescent Readers.
- Creator
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Goodwin, Amanda P, Petscher, Yaacov, Carlisle, Joanne F, Mitchell, Alison M
- Abstract/Description
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This study examined the dimensionality of morphological knowledge. The performance of 371 seventh- and eighth-graders on seven morphological knowledge tasks was investigated using confirmatory factor analysis. Results suggested that morphological knowledge was best fit by a bifactor model with a general factor of morphological knowledge and seven specific factors, representing tasks that tap different facets of morphological knowledge. Next, structural equation modelling was used to explore...
Show moreThis study examined the dimensionality of morphological knowledge. The performance of 371 seventh- and eighth-graders on seven morphological knowledge tasks was investigated using confirmatory factor analysis. Results suggested that morphological knowledge was best fit by a bifactor model with a general factor of morphological knowledge and seven specific factors, representing tasks that tap different facets of morphological knowledge. Next, structural equation modelling was used to explore links to literacy outcomes. Results indicated the general factor and the specific factor of morphological meaning processing showed significant positive associations with reading comprehension and vocabulary. Also, the specific factor of generating morphologically related words showed significant positive associations with vocabulary, while specific factors of morphological word reading and spelling processing showed small negative relationships to reading comprehension and vocabulary. Findings highlight the complexity of morphological knowledge and suggest the importance of being cognizant of the nature of morphology when designing and interpreting studies.
Show less - Date Issued
- 2017-02-01
- Identifier
- FSU_pmch_28239208, 10.1111/1467-9817.12064, PMC5321651, 28239208, 28239208
- Format
- Citation
- Title
- Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW)..
- Creator
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Kim, Young-Suk Grace, Schatschneider, Christopher
- Abstract/Description
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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
- 2017-01-01
- Identifier
- FSU_pmch_28260812, 10.1037/edu0000129, PMC5330285, 28260812, 28260812
- Format
- Citation
- Title
- Examining the predictive relations between two aspects of self-regulation and growth in preschool children's early literacy skills.
- Creator
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Lonigan, Christopher J, Allan, Darcey M, Phillips, Beth M
- Abstract/Description
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There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between 2 components of self-regulation, attention and executive functioning (EF), and growth in early literacy skills over the preschool year...
Show moreThere is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between 2 components of self-regulation, attention and executive functioning (EF), and growth in early literacy skills over the preschool year using latent-growth-curve analysis. The sample included 1,082 preschool children (mean age = 55.0 months, SD = 3.73). Children completed measures of vocabulary, syntax, phonological awareness, print knowledge, cognitive ability, and self-regulation, and children's classroom teachers completed a behavior rating measure. To examine the independent relations of the self-regulatory skills and cognitive ability with children's initial early literacy skills and growth across the preschool year, growth models in which the intercept and slope were simultaneously regressed on each of the predictor variables were examined. Because of the significant relation between intercept and slope for most outcomes, slope was regressed on intercept in the models to allow a determination of direct and indirect effects of the predictors on growth in children's language and literacy skills across the preschool year. In general, both teacher-rated inattention and directly measured EF were uniquely associated with initial skills level; however, only teacher-rated inattention uniquely predicted growth in early literacy skills. These findings suggest that teacher ratings of inattention may measure an aspect of self-regulation that is particularly associated with the acquisition of academic skills in early childhood. (PsycINFO Database Record
Show less - Date Issued
- 2017-01-01
- Identifier
- FSU_pmch_27854463, 10.1037/dev0000247, PMC5191909, 27854463, 27854463, 2016-55604-001
- Format
- Citation
- Title
- The Impact of Transcription Writing Interventions for First-Grade Students.
- Creator
-
Wanzek, Jeanne, Gatlin, Brandy, Al Otaiba, Stephanie, Kim, Young-Suk Grace
- Abstract/Description
-
We examined the effects of transcription instruction for students in first grade. Students in the lowest 70% of the participating schools were selected for the study. These 81 students were randomly assigned to: (a) spelling instruction, (b) handwriting instruction, (c) combination spelling and handwriting instruction, or (d) no intervention. Intervention was provided in small groups of 4 students, 25 min a day, 4 days a week for 8 weeks. Students in the spelling condition outperformed the...
Show moreWe examined the effects of transcription instruction for students in first grade. Students in the lowest 70% of the participating schools were selected for the study. These 81 students were randomly assigned to: (a) spelling instruction, (b) handwriting instruction, (c) combination spelling and handwriting instruction, or (d) no intervention. Intervention was provided in small groups of 4 students, 25 min a day, 4 days a week for 8 weeks. Students in the spelling condition outperformed the control group on spelling measures with moderate effect sizes noted on curriculum-based writing measures (e.g., correct word sequence; range = 0.34 to 0.68). Students in the handwriting condition outperformed the control group on correct word sequences with small to moderate effects on other handwriting and writing measures ( range = 0.31 to 0.71). Students in the combined condition outperformed the control group on correct word sequences with a small effect on total words written ( range = 0.39 to 0.84).
Show less - Date Issued
- 2017-01-01
- Identifier
- FSU_pmch_28989267, 10.1080/10573569.2016.1250142, PMC5625629, 28989267, 28989267
- Format
- Citation
- Title
- Cross-Study Differences in the Etiology of Reading Comprehension: a Meta-Analytical Review of Twin Studies..
- Creator
-
Little, Callie W, Haughbrook, Rasheda, Hart, Sara A
- Abstract/Description
-
Numerous twin studies have examined the genetic and environmental etiology of reading comprehension, though it is likely that etiological estimates are influenced by unidentified sample conditions (e.g. Tucker-Drob and Bates, Psychol Sci:0956797615612727, 2015). The purpose of this meta-analysis was to average the etiological influences of reading comprehension and to explore the potential moderators influencing these estimates. Results revealed an average heritability estimate of h = 0.59,...
Show moreNumerous twin studies have examined the genetic and environmental etiology of reading comprehension, though it is likely that etiological estimates are influenced by unidentified sample conditions (e.g. Tucker-Drob and Bates, Psychol Sci:0956797615612727, 2015). The purpose of this meta-analysis was to average the etiological influences of reading comprehension and to explore the potential moderators influencing these estimates. Results revealed an average heritability estimate of h = 0.59, with significant variation in estimates across studies, suggesting potential moderation. Moderation results indicated publication year, grade level, project, zygosity methods, and response type moderated heritability estimates. The average shared environmental estimate was c = 0.16, with publication year, grade and zygosity methods acting as significant moderators. These findings support the role of genetics on reading comprehension, and a small significant role of shared environmental influences. The results suggest that our interpretation of how genes and environments influence reading comprehension should reflect aspects of study and sample.
Show less - Date Issued
- 2017-01-01
- Identifier
- FSU_pmch_27630039, 10.1007/s10519-016-9810-6, PMC5225138, 27630039, 27630039, 10.1007/s10519-016-9810-6
- Format
- Citation
- Title
- End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?.
- Creator
-
Lee, Julia Ai Cheng, Otaiba, Stephanie Al
- Abstract/Description
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In this article, the authors examined the spelling performance of 430 kindergarteners, which included a high risk sample, to determine the relations between end of kindergarten reading and spelling in a high quality language arts setting. The spelling outcomes including the spelling errors between the good and the poor readers were described, analyzed, and compared. The findings suggest that not all the children have acquired the desired standard as outlined by the Common Core State Standards...
Show moreIn this article, the authors examined the spelling performance of 430 kindergarteners, which included a high risk sample, to determine the relations between end of kindergarten reading and spelling in a high quality language arts setting. The spelling outcomes including the spelling errors between the good and the poor readers were described, analyzed, and compared. The findings suggest that not all the children have acquired the desired standard as outlined by the Common Core State Standards. In addition, not every good reader is a good speller and that not every poor speller is a poor reader. The study shows that spelling tasks that are accompanied by spelling errors analysis provide a powerful window for making instructional sense of children's spelling errors and for individualizing spelling instructional strategies.
Show less - Date Issued
- 2017-01-01
- Identifier
- FSU_pmch_28706433, 10.1080/10573569.2016.1165639, PMC5502407, 28706433, 28706433
- Format
- Citation
- Title
- A Lattice Model of the Development of Reading Comprehension.
- Creator
-
Connor, Carol McDonald
- Abstract/Description
-
In this article, I present a developmental model of how children learn to comprehend what they read, which builds on current models of reading comprehension and integrates findings from instructional research and evidence-based models of development in early and middle childhood. The lattice model holds that children's developing reading comprehension is a function of the interacting, reciprocal, and bootstrapping effects of developing text-specific, linguistic, and social-cognitive processes...
Show moreIn this article, I present a developmental model of how children learn to comprehend what they read, which builds on current models of reading comprehension and integrates findings from instructional research and evidence-based models of development in early and middle childhood. The lattice model holds that children's developing reading comprehension is a function of the interacting, reciprocal, and bootstrapping effects of developing text-specific, linguistic, and social-cognitive processes, which interact with instruction as child-characteristic-by-instruction (CXI) interaction effects. The processes develop over time and in the context of classroom, home, peer, community, and other influences to affect children's development of proficient reading comprehension. I first describe models of reading comprehension. I then review the basic processes in the model, the role of instruction, and CXI interactions in the context of the lattice model. I then discuss implications for instruction and research.
Show less - Date Issued
- 2016-12-01
- Identifier
- FSU_pmch_27867420, 10.1111/cdep.12200, PMC5110216, 27867420, 27867420
- Format
- Citation
- Title
- Modeling the co-development of correlated processes with longitudinal and cross-construct effects.
- Creator
-
Petscher, Yaacov, Quinn, Jamie M, Wagner, Richard K
- Abstract/Description
-
Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a latent change score analysis of oral reading...
Show moreConceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a latent change score analysis of oral reading fluency and reading comprehension data from a longitudinal sample of approximately 16,000 students from first to fourth grade. Results highlight the utility of latent change score models compared to alternative specifications of linear and nonlinear quadratic latent growth models as well as implications for modeling change with correlated traits. (PsycINFO Database Record
Show less - Date Issued
- 2016-11-01
- Identifier
- FSU_pmch_27732037, 10.1037/dev0000172, PMC5091810, 27732037, 27732037, 2016-48469-001
- Format
- Citation
- Title
- Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
- Creator
-
Connor, Carol McDonald, Day, Stephanie L, Phillips, Beth, Sparapani, Nicole, Ingebrand, Sarah W, McLean, Leigh, Barrus, Angela, Kaschak, Michael P
- Abstract/Description
-
Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this "lattice" model with children (n = 852) followed from first to second grade (5.9-10.4 years of age) revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective...
Show moreMany assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this "lattice" model with children (n = 852) followed from first to second grade (5.9-10.4 years of age) revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective literacy instruction reduced reading stability over time. Findings elucidate the synergistic and reciprocal effects of learning to read on other important linguistic, self-regulatory, and cognitive processes; the value of using complex models of development to inform intervention design; and how learned skills may influence development during middle childhood.
Show less - Date Issued
- 2016-11-01
- Identifier
- FSU_pmch_27264645, 10.1111/cdev.12570, PMC5138137, 27264645, 27264645
- Format
- Citation
- Title
- Modeling the Co-Development of Correlated Processes with Longitudinal and Cross-Construct Effects.
- Creator
-
Petscher, Yaacov, Quinn, Jamie M, Wagner, Richard K
- Abstract/Description
-
Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including: individual growth curve analysis in both observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a latent change score analysis of oral reading...
Show moreConceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including: individual growth curve analysis in both observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a latent change score analysis of oral reading fluency and reading comprehension data from a longitudinal sample of approximately 16,000 students from first to fourth grade. Results highlight the utility of latent change score models compared to alternative specifications of linear and non-linear quadratic latent growth models, as well as implications for modeling change with correlated traits.
Show less - Date Issued
- 2016-10-10
- Identifier
- FSU_libsubv1_scholarship_submission_1477836985, 10.1037/dev0000172
- Format
- Citation
- Title
- Core vocabulary in written personal narratives of school-age children.
- Creator
-
Wood, Carla, Appleget, Allyssa, Hart, Sara
- Abstract/Description
-
This study aimed to describe core words of written personal narratives to inform the implementation of AAC supports for literacy instruction. Investigators analyzed lexical diversity, frequency of specific word use and types of words that made up 70% of the total words used in 211 written narrative samples from children in first grade (n = 94) and fourth grade (n = 117). Across grades, 191 different words made up 70% of the total words used in the 211 written narrative samples. The top 50...
Show moreThis study aimed to describe core words of written personal narratives to inform the implementation of AAC supports for literacy instruction. Investigators analyzed lexical diversity, frequency of specific word use and types of words that made up 70% of the total words used in 211 written narrative samples from children in first grade (n = 94) and fourth grade (n = 117). Across grades, 191 different words made up 70% of the total words used in the 211 written narrative samples. The top 50 words were comprised of content words (64%) and function words (36%). Grade differences were noted in diversity and types of words, including differences in the number of words comprising the core (132 words for children in first grade and 207 for fourth grade) and a higher proportion of abstract nouns for children in fourth grade based on the 200 most frequently occurring words for each grade.
Show less - Date Issued
- 2016-09-01
- Identifier
- FSU_pmch_27559987, 10.1080/07434618.2016.1216596, PMC5247772, 27559987, 27559987
- Format
- Citation
- Title
- The BDNF Val66Met Polymorphism Influences Reading Ability and Patterns of Neural Activation in Children.
- Creator
-
Jasińska, Kaja K, Molfese, Peter J, Kornilov, Sergey A, Mencl, W Einar, Frost, Stephen J, Lee, Maria, Pugh, Kenneth R, Grigorenko, Elena L, Landi, Nicole
- Abstract/Description
-
Understanding how genes impact the brain's functional activation for learning and cognition during development remains limited. We asked whether a common genetic variant in the BDNF gene (the Val66Met polymorphism) modulates neural activation in the young brain during a critical period for the emergence and maturation of the neural circuitry for reading. In animal models, the bdnf variation has been shown to be associated with the structure and function of the developing brain and in humans...
Show moreUnderstanding how genes impact the brain's functional activation for learning and cognition during development remains limited. We asked whether a common genetic variant in the BDNF gene (the Val66Met polymorphism) modulates neural activation in the young brain during a critical period for the emergence and maturation of the neural circuitry for reading. In animal models, the bdnf variation has been shown to be associated with the structure and function of the developing brain and in humans it has been associated with multiple aspects of cognition, particularly memory, which are relevant for the development of skilled reading. Yet, little is known about the impact of the Val66Met polymorphism on functional brain activation in development, either in animal models or in humans. Here, we examined whether the BDNF Val66Met polymorphism (dbSNP rs6265) is associated with children's (age 6-10) neural activation patterns during a reading task (n = 81) using functional magnetic resonance imaging (fMRI), genotyping, and standardized behavioral assessments of cognitive and reading development. Children homozygous for the Val allele at the SNP rs6265 of the BDNF gene outperformed Met allele carriers on reading comprehension and phonological memory, tasks that have a strong memory component. Consistent with these behavioral findings, Met allele carriers showed greater activation in reading-related brain regions including the fusiform gyrus, the left inferior frontal gyrus and left superior temporal gyrus as well as greater activation in the hippocampus during a word and pseudoword reading task. Increased engagement of memory and spoken language regions for Met allele carriers relative to Val/Val homozygotes during reading suggests that Met carriers have to exert greater effort required to retrieve phonological codes.
Show less - Date Issued
- 2016-08-23
- Identifier
- FSU_pmch_27551971, 10.1371/journal.pone.0157449, PMC4995017, 27551971, 27551971, PONE-D-15-48171
- Format
- Citation
- Title
- Do Our Means of Inquiry Match our Intentions?.
- Creator
-
Petscher, Yaacov
- Abstract/Description
-
A key stage of the scientific method is the analysis of data, yet despite the variety of methods that are available to researchers they are most frequently distilled to a model that focuses on the average relation between variables. Although research questions are frequently conceived with broad inquiry in mind, most regression methods are limited in comprehensively evaluating how observed behaviors are related to each other. Quantile regression is a largely unknown yet well-suited analytic...
Show moreA key stage of the scientific method is the analysis of data, yet despite the variety of methods that are available to researchers they are most frequently distilled to a model that focuses on the average relation between variables. Although research questions are frequently conceived with broad inquiry in mind, most regression methods are limited in comprehensively evaluating how observed behaviors are related to each other. Quantile regression is a largely unknown yet well-suited analytic technique similar to traditional regression analysis, but allows for a more systematic approach to understanding complex associations among observed phenomena in the psychological sciences. Data from the National Education Longitudinal Study of 1988/2000 are used to illustrate how quantile regression overcomes the limitations of average associations in linear regression by showing that psychological well-being and sex each differentially relate to reading achievement depending on one's level of reading achievement.
Show less - Date Issued
- 2016-07-19
- Identifier
- FSU_pmch_27486410, 10.3389/fpsyg.2016.01048, PMC4949213, 27486410, 27486410
- Format
- Citation
- Title
- Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension: A Twin Study..
- Creator
-
Little, Callie W, Hart, Sara A, Schatschneider, Christopher, Taylor, Jeanette
- Abstract/Description
-
Previous literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence reading comprehension. Using a genetically sensitive design, this study examined the genetic and environmental influences on and between ADHD, homework...
Show morePrevious literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence reading comprehension. Using a genetically sensitive design, this study examined the genetic and environmental influences on and between ADHD, homework behavior and reading comprehension. Participants for this study included 691 twin pairs (351 monozygotic, 340 same-sex dizygotic) from the Florida Twin Project on Behavior and Environment (FTP-BE) and 2647 twin pairs (865 monozygotic, 1782 dizygotic) from the larger Florida Twin Project on Reading (FTP-R) in Grades 3 through 7. Three separate models, each representing a different definition of ADHD (full ADHD, inattention only, and hyperactivity/impulsivity only), showed similar patterns of results; therefore, results of the full ADHD model are discussed. Overlapping genetic influences were found between ADHD, homework behavior, and reading comprehension, but no shared environmental influences among all three. However, shared environmental influences overlapped between homework behavior and reading comprehension. Although the sources of this environmental overlap are unknown, these results have implications for improving homework practices and their subsequent influence on literacy skills through homework environments.
Show less - Date Issued
- 2016-07-01
- Identifier
- FSU_pmch_25349092, 10.1177/0022219414555715, PMC4411209, 25349092, 25349092, 0022219414555715
- Format
- Citation
- Title
- Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis..
- Creator
-
Tighe, Elizabeth L, Schatschneider, Christopher
- Abstract/Description
-
The current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading comprehension effect sizes among the 10 constructs. The results indicated that six of the component skills exhibited strong relationships with reading...
Show moreThe current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading comprehension effect sizes among the 10 constructs. The results indicated that six of the component skills exhibited strong relationships with reading comprehension (average rs ≥ .50): morphological awareness, language comprehension, fluency, oral vocabulary knowledge, real word decoding, and working memory. Three of the component skills yielded moderate relationships with reading comprehension (average rs ≥ .30 and < .50): pseudoword decoding, orthographic knowledge, and phonological awareness. Rapid automatized naming (RAN) was the only component skill that was weakly related to reading comprehension (r = .15). Morphological awareness was a significantly stronger correlate of reading comprehension than phonological awareness and RAN. This study provides the first attempt at a systematic synthesis of the recent research investigating the reading skills of adults with low literacy skills, a historically understudied population. Directions for future research, the relation of our results to the children's literature, and the implications for researchers and adult basic education programs are discussed.
Show less - Date Issued
- 2016-07-01
- Identifier
- FSU_pmch_25350926, 10.1177/0022219414555415, PMC4532638, 25350926, 25350926, 0022219414555415
- Format
- Citation
- Title
- A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.
- Creator
-
Tighe, Elizabeth L, Schatschneider, Christopher
- Abstract/Description
-
The purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in adult basic education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological awareness and vocabulary knowledge at multiple points (quantiles) along the continuous distribution of reading comprehension. To demonstrate the...
Show moreThe purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in adult basic education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological awareness and vocabulary knowledge at multiple points (quantiles) along the continuous distribution of reading comprehension. To demonstrate the efficacy of our multiple quantile regression analysis, we compared and contrasted our results with a traditional multiple regression analytic approach. Our results indicated that morphological awareness and vocabulary knowledge accounted for a large portion of the variance (82%-95%) in reading comprehension skills across all quantiles. Morphological awareness exhibited the greatest unique predictive ability at lower levels of reading comprehension whereas vocabulary knowledge exhibited the greatest unique predictive ability at higher levels of reading comprehension. These results indicate the utility of using multiple quantile regression to assess trajectories of component skills across multiple levels of reading comprehension. The implications of our findings for ABE programs are discussed.
Show less - Date Issued
- 2016-07-01
- Identifier
- FSU_pmch_25351773, 10.1177/0022219414556771, PMC4558398, 25351773, 25351773, 0022219414556771
- Format
- Citation
- Title
- Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students with Emotional or Behavior Disorders..
- Creator
-
Ciullo, Stephen, Ortiz, Miriam B, Al Otaiba, Stephanie, Lane, Kathleen Lynne
- Abstract/Description
-
The debate around recent implementation of the Common Core Standards (CCSS) has perplexed many policy makers, practitioners, and researchers; yet there remains broad agreement for the need to improve reading outcomes and college and career readiness for all students, including students with disabilities. One of the most vulnerable populations with disabilities in terms of college and career readiness is students with emotional disorders (ED). A considerable percentage of students with ED...
Show moreThe debate around recent implementation of the Common Core Standards (CCSS) has perplexed many policy makers, practitioners, and researchers; yet there remains broad agreement for the need to improve reading outcomes and college and career readiness for all students, including students with disabilities. One of the most vulnerable populations with disabilities in terms of college and career readiness is students with emotional disorders (ED). A considerable percentage of students with ED encounter unfavorable academic and long-term outcomes, often due to reading difficulties and behavioral variables that impede learning. To date, the impact of rising expectations in reading on the education of students with ED has been absent from this conversation about CCSS. In this article, we consider the implications of new reading expectations in the critical period of Grades 6-12 for students with ED. First, we summarize grade level expectations of the standards. Then, we describe the characteristics and underachievement of students with ED. Next, we evaluate challenges in meeting the expectations based on extant research, and provide recommendations for practice based on the intervention literature. We conclude by prioritizing a research and policy agenda that advocates for increasing the likelihood of success in reading for students with ED in middle school and high school.
Show less - Date Issued
- 2016-06-01
- Identifier
- FSU_pmch_27403040, 10.1177/1044207315604365, PMC4937879, 27403040, 27403040
- Format
- Citation
- Title
- Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures.
- Creator
-
Gilbert, Jennifer, Petscher, Yaacov, Compton, Donald L, Schatschneider, Chris
- Abstract/Description
-
The purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First schools were used in this study and were obtained from the Progress Monitoring and Reporting Network maintained by the Florida Center for Reading Research. Oral reading fluency (ORF) was assessed four times per school year. Five growth models with varying...
Show moreThe purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First schools were used in this study and were obtained from the Progress Monitoring and Reporting Network maintained by the Florida Center for Reading Research. Oral reading fluency (ORF) was assessed four times per school year. Five growth models with varying levels of data (student, classroom, and school) were estimated in order to determine which structures were necessary to correctly partition variance and accurately estimate standard errors for growth parameters. Because the results illustrate that not modeling higher-level clustering inflated lower-level variance estimates and in some cases led to biased standard errors, the authors recommend the practice of including classroom cross-classification and school nesting when predicting longitudinal student outcomes.
Show less - Date Issued
- 2016-05-18
- Identifier
- FSU_pmch_27242608, 10.3389/fpsyg.2016.00695, PMC4870234, 27242608, 27242608
- Format
- Citation
- Title
- Identifying learning patterns of children at risk for Specific Reading Disability.
- Creator
-
Barbot, Baptiste, Krivulskaya, Suzanna, Hein, Sascha, Reich, Jodi, Thuma, Philip E, Grigorenko, Elena L
- Abstract/Description
-
Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (-SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga-speaking Zambia. A multi-group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across...
Show moreDifferences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (-SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga-speaking Zambia. A multi-group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across trials. Results showed that the +SRD group recalled fewer words correctly in the first trial, learned at a slower rate during the subsequent trials, and demonstrated a more linear learning pattern compared to the -SRD group. This study illustrates the promise of LGCM applied to multi-trial learning tasks, by isolating three components of the learning process (initial recall, rate of learning, and functional pattern of learning). Implications of this microdevelopmental approach to SRD research in low-to-middle income countries are discussed.
Show less - Date Issued
- 2016-05-01
- Identifier
- FSU_pmch_26037654, 10.1111/desc.12313, PMC4751058, 26037654, 26037654
- Format
- Citation
- Title
- Genome-Wide Association and Exome Sequencing Study of Language Disorder in an Isolated Population.
- Creator
-
Kornilov, Sergey A, Rakhlin, Natalia, Koposov, Roman, Lee, Maria, Yrigollen, Carolyn, Caglayan, Ahmet Okay, Magnuson, James S, Mane, Shrikant, Chang, Joseph T, Grigorenko, Elena L
- Abstract/Description
-
Developmental language disorder (DLD) is a highly prevalent neurodevelopmental disorder associated with negative outcomes in different domains; the etiology of DLD is unknown. To investigate the genetic underpinnings of DLD, we performed genome-wide association and whole exome sequencing studies in a geographically isolated population with a substantially elevated prevalence of the disorder (ie, the AZ sample). DNA samples were collected from 359 individuals for the genome-wide association...
Show moreDevelopmental language disorder (DLD) is a highly prevalent neurodevelopmental disorder associated with negative outcomes in different domains; the etiology of DLD is unknown. To investigate the genetic underpinnings of DLD, we performed genome-wide association and whole exome sequencing studies in a geographically isolated population with a substantially elevated prevalence of the disorder (ie, the AZ sample). DNA samples were collected from 359 individuals for the genome-wide association study and from 12 severely affected individuals for whole exome sequencing. Multifaceted phenotypes, representing major domains of expressive language functioning, were derived from collected speech samples. Gene-based analyses revealed a significant association between SETBP1 and complexity of linguistic output (P = 5.47 × 10(-7)). The analysis of exome variants revealed coding sequence variants in 14 genes, most of which play a role in neural development. Targeted enrichment analysis implicated myocyte enhancer factor-2 (MEF2)-regulated genes in DLD in the AZ population. The main findings were successfully replicated in an independent cohort of children at risk for related disorders (n = 372). MEF2-regulated pathways were identified as potential candidate pathways in the etiology of DLD. Several genes (including the candidate SETBP1 and other MEF2-related genes) seem to jointly influence certain, but not all, facets of the DLD phenotype. Even when genetic and environmental diversity is reduced, DLD is best conceptualized as etiologically complex. Future research should establish whether the signals detected in the AZ population can be replicated in other samples and languages and provide further characterization of the identified pathway.
Show less - Date Issued
- 2016-04-01
- Identifier
- FSU_pmch_27016271, 10.1542/peds.2015-2469, PMC4811310, 27016271, 27016271, peds.2015-2469
- Format
- Citation
- Title
- Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes..
- Creator
-
Lonigan, Christopher J, Lerner, Matthew D, Goodrich, J Marc, Farrington, Amber L, Allan, Darcey M
- Abstract/Description
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Young children's executive function (EF) is increasingly recognized as an important construct associated with development in cognitive and socioemotional domains. To date, however, few studies have examined EF in populations of language-minority children. In this study, 241 Spanish-speaking language-minority preschoolers who ranged in age from 38 to 69 months (M=54.23 months, SD=6.17) completed three tasks designed to measure inhibitory control (IC) and four tasks designed to measure working...
Show moreYoung children's executive function (EF) is increasingly recognized as an important construct associated with development in cognitive and socioemotional domains. To date, however, few studies have examined EF in populations of language-minority children. In this study, 241 Spanish-speaking language-minority preschoolers who ranged in age from 38 to 69 months (M=54.23 months, SD=6.17) completed three tasks designed to measure inhibitory control (IC) and four tasks designed to measure working memory (WM). Children completed assessments of their vocabulary skills, early literacy skills, and behavioral self-regulation in both English and Spanish, and their classroom teachers completed three behavior rating measures. Children were classified as more proficient in English or Spanish based on their scores on the vocabulary measures, and all IC and WM measures were administered in the children's more proficient language. Results of confirmatory factor analyses supported a two-factor model of EF for both groups of children as well as strong measurement and structural invariance across groups. Children's EF was substantially related to the language, early literacy, and behavioral self-regulation measures as well as teacher ratings of inattention and hyperactivity/impulsivity. For children with more proficient English, EF was associated with skills in both English and Spanish; however, for children with more proficient Spanish, EF was associated primarily with skills in Spanish. These results provide evidence of strong correspondence for EF measured in Spanish-speaking language-minority preschoolers and monolingual preschoolers, and they identify a potential key factor that can enhance understanding of development in this population of children.
Show less - Date Issued
- 2016-04-01
- Identifier
- FSU_pmch_26704302, 10.1016/j.jecp.2015.11.003, PMC4724295, 26704302, 26704302, S0022-0965(15)00266-0
- Format
- Citation
- Title
- Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills..
- Creator
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Lerner, Matthew D, Lonigan, Christopher J
- Abstract/Description
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Despite the importance of phonological awareness for the development of reading in alphabetic languages, little attention has been paid to its developmental origins. In this study, dual-process, latent growth models were used to examine patterns of bidirectional relations between letter knowledge and phonological awareness during preschool. The sample comprised 358 children (mean age=48.60 months, SD=7.26). Growth models were used to quantify the unique longitudinal relations between the...
Show moreDespite the importance of phonological awareness for the development of reading in alphabetic languages, little attention has been paid to its developmental origins. In this study, dual-process, latent growth models were used to examine patterns of bidirectional relations between letter knowledge and phonological awareness during preschool. The sample comprised 358 children (mean age=48.60 months, SD=7.26). Growth models were used to quantify the unique longitudinal relations between the initial level of each skill and growth in the other skill during the preschool year, after controlling for initial level of the same skill, vocabulary, age, and growth in the code-related skill being used as a predictor. Letter-name knowledge and phonological awareness were bidirectionally related; the initial level of each uniquely predicted growth in the other. Initial letter-sound knowledge and phonological awareness growth were not uniquely related, and vocabulary was not related to growth in phonological awareness. These findings extend the evidence of the relation between letter knowledge and phonological awareness to supra-phonemic tasks, indicating that this bidirectional relation begins at an earlier point in the development of phonological awareness than previously reported. In addition, these findings help to rule out general growth in letter knowledge and phonological awareness as an alternative explanation for the bidirectional relation between these two code-related skills.
Show less - Date Issued
- 2016-04-01
- Identifier
- FSU_pmch_26745710, 10.1016/j.jecp.2015.09.023, PMC5225463, 26745710, 26745710, S0022-0965(15)00227-1
- Format
- Citation
- Title
- The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners.
- Creator
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Reed, Deborah K, Petscher, Yaacov, Foorman, Barbara R
- Abstract/Description
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This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6-10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (ΔR(2) = .11 to .31) in comprehension as compared to spelling (ΔR(2) = .01 to .09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional...
Show moreThis study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6-10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (ΔR(2) = .11 to .31) in comprehension as compared to spelling (ΔR(2) = .01 to .09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional analysis and functioned as a mediator of the impact of vocabulary knowledge at all levels. The direct effect of vocabulary was strong but lower in magnitude at each successive grade level from .58 in grade 6 to .41 in grade 10 while the indirect effect through spelling increased in magnitude at each successive grade level from .09 in grade 6 to .16 in grade 10. There were no significant differences between the language groups in the magnitude of the indirect impact, suggesting both groups of students relied more on both sources of lexical information in higher grades as compared to students in lower grades.
Show less - Date Issued
- 2016-04-01
- Identifier
- FSU_pmch_27313395, 10.1007/s11145-015-9619-3, PMC4905721, 27313395, 27313395
- Format
- Citation
- Title
- Individualizing Student Instruction in Reading: Implications for Policy and Practice..
- Creator
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Connor, Carol McDonald, Morrison, Frederick J
- Abstract/Description
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Despite three decades of scientific and public attention on efforts to improve literacy in America, little progress has been made in closing achievement gaps across racial, ethnic and socioeconomic lines. This article argues that one major reason is failure to take into account the mosaic of strengths and weaknesses individual children bring to school. With this comes the failure to develop personalized instruction for each child. We briefly review the research available, and then describe...
Show moreDespite three decades of scientific and public attention on efforts to improve literacy in America, little progress has been made in closing achievement gaps across racial, ethnic and socioeconomic lines. This article argues that one major reason is failure to take into account the mosaic of strengths and weaknesses individual children bring to school. With this comes the failure to develop personalized instruction for each child. We briefly review the research available, and then describe how research, ours and others, supports the efficacy of individualizing or personalizing student instructional (ISI) and illustrate how society might close achievement gaps. ISI, and other regimes, offer a systematic instructional program, incorporate child assessment, and personalized small-group instruction. In ISI, this is aided by computer-generated recommendations and planning tools, coupled with extensive, ongoing professional development. ISI has been shown to be highly effective from preschool through third grade in improving children's literacy skills. The practical and policy implications of implementing effective instruction are discussed.
Show less - Date Issued
- 2016-03-01
- Identifier
- FSU_pmch_29732399, 10.1177/2372732215624931, PMC5935258, 29732399, 29732399
- Format
- Citation
- Title
- Dialect variation, dialect-shifting, and reading comprehension in second grade.
- Creator
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Terry, Nicole Patton, Connor, Carol McDonald, Johnson, Lakeisha, Stuckey, Adrienne, Tani, Novell
- Abstract/Description
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The purpose of this study was to examine second graders' (n=680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively associated with fall achievement scores. NMAE production generally decreased from fall to spring. Students who qualified for the US Free and Reduced Lunch program (FARL) and who had stronger language skills were more likely to decrease their NMAE use (i.e.,...
Show moreThe purpose of this study was to examine second graders' (n=680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively associated with fall achievement scores. NMAE production generally decreased from fall to spring. Students who qualified for the US Free and Reduced Lunch program (FARL) and who had stronger language skills were more likely to decrease their NMAE use (i.e., dialect shifting) than their peers who did not qualify for FARL or their peers with weaker language skills. Dialect shifting for a sub-sample of 102 students who used substantial amounts of NMAE at the beginning of the school year was predicted by school context, controlling for reading and language skills - in general, students who attended more affluent schools dialect shifted to a greater extent than did their peers who attended higher poverty schools. Greater dialect shifting in this group predicted gains in reading comprehension from fall to spring.
Show less - Date Issued
- 2016-02-01
- Identifier
- FSU_pmch_26877595, 10.1007/s11145-015-9593-9, PMC4749275, 26877595, 26877595
- Format
- Citation
- Title
- Examining the genetic and environmental associations among spelling, reading fluency, reading comprehension and a high stakes reading test in a combined sample of third and fourth grade students.
- Creator
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Little, Callie W, Hart, Sara A
- Abstract/Description
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The present study is an examination of the genetic and environmental effects on the associations among reading fluency, spelling and earlier reading comprehension on a later reading comprehension outcome (FCAT) in a combined sample of 3 and 4 grade students using data from the 2011-2012 school year of the Florida Twin project on Reading (Taylor et al., 2013). A genetically sensitive model was applied to the data with results indicating a common genetic component among all four measures, along...
Show moreThe present study is an examination of the genetic and environmental effects on the associations among reading fluency, spelling and earlier reading comprehension on a later reading comprehension outcome (FCAT) in a combined sample of 3 and 4 grade students using data from the 2011-2012 school year of the Florida Twin project on Reading (Taylor et al., 2013). A genetically sensitive model was applied to the data with results indicating a common genetic component among all four measures, along with shared and non-shared environmental influences common between reading fluency, spelling and FCAT.
Show less - Date Issued
- 2016-01-01
- Identifier
- FSU_pmch_26770052, 10.1016/j.lindif.2015.11.008, PMC4707676, 26770052, 26770052
- Format
- Citation
- Title
- An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?.
- Creator
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Gatlin, Brandy, Wanzek, Jeanne, Al Otaiba, Stephanie
- Abstract/Description
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Understanding differences in oral language abilities is vital, particularly for children from low-income homes and minority children who are at an increased risk for academic failure because of differences or deficits in language use or exposure before they enter school. The purpose of this study was to investigate oral language performance, including receptive and expressive vocabulary, grammar, and sentence imitation, among a diverse group of kindergarten students (n = 503). Using...
Show moreUnderstanding differences in oral language abilities is vital, particularly for children from low-income homes and minority children who are at an increased risk for academic failure because of differences or deficits in language use or exposure before they enter school. The purpose of this study was to investigate oral language performance, including receptive and expressive vocabulary, grammar, and sentence imitation, among a diverse group of kindergarten students (n = 503). Using hierarchical linear modeling, we examined the contributions of student race, African American or non-African American, student socioeconomic status (SES), and schoolwide SES to oral language performance. In separate analyses, we found significant absolute effects of both race and individual SES. However, when analyzed simultaneously, only race was a significant predictor for all measures. We also found that both identification as African American and schoolwide SES were significant predictors of oral language performance. We discuss implications for practice and future research.
Show less - Date Issued
- 2016-01-01
- Identifier
- FSU_pmch_28450778, 10.1080/10573569.2015.1039737, PMC5404747, 28450778, 28450778
- Format
- Citation
- Title
- Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?.
- Creator
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Otaiba, Stephanie Al, Folsom, Jessica S, Wanzek, Jeannie, Greulich, Luana, Wasche, Jessica, Schatschneider, Christopher, Connor, Carol
- Abstract/Description
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Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers' students ( = 416). Teachers' instruction was observed and students were assessed on standardized measures of vocabulary and word reading. Results...
Show moreTwo primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers' students ( = 416). Teachers' instruction was observed and students were assessed on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. No change was observed for vocabulary. Results have implications for supporting teacher effectiveness through technology-supported professional development.
Show less - Date Issued
- 2016-01-01
- Identifier
- FSU_pmch_27346927, 10.1080/10573569.2015.1021060, PMC4915477, 27346927, 27346927
- Format
- Citation
- Title
- Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities.
- Creator
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Schatschneider, Christopher, Wagner, Richard K, Hart, Sara A, Tighe, Elizabeth L
- Abstract/Description
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The present study employed data simulation techniques to investigate the one-year stability of alternative classification schemes for identifying children with reading disabilities. Classification schemes investigated include low performance, unexpected low performance, dual-discrepancy, and a rudimentary form of constellation model of reading disabilities that included multiple criteria. Data from Spencer et al. (2014) were used to construct a growth model of reading development. The...
Show moreThe present study employed data simulation techniques to investigate the one-year stability of alternative classification schemes for identifying children with reading disabilities. Classification schemes investigated include low performance, unexpected low performance, dual-discrepancy, and a rudimentary form of constellation model of reading disabilities that included multiple criteria. Data from Spencer et al. (2014) were used to construct a growth model of reading development. The parameters estimated from this model were then used to construct three simulated datasets wherein the growth parameters were manipulated in one of three ways: A stable-growth pattern, a mastery learning pattern and a fan-spread pattern. Results indicated that overall the constellation model provided the most stable classifications across all conditions of the simulation, and that classification schemes were most stable in the fan-spread condition, and were the least stable under the mastery learning growth pattern. These results also demonstrate the utility of data simulations in reading research.
Show less - Date Issued
- 2016-01-01
- Identifier
- FSU_pmch_26834450, 10.1080/10888438.2015.1107072, PMC4732731, 26834450, 26834450
- Format
- Citation
- Title
- Response to Instruction in Preschool: Results of Two Randomized Studies with Children At Significant Risk of Reading Difficulties..
- Creator
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Lonigan, Christopher J, Phillips, Beth M
- Abstract/Description
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Although response-to-instruction (RTI) approaches have received increased attention, few studies have evaluated the potential impacts of RTI approaches with preschool populations. This manuscript presents results of two studies examining impacts of Tier II instruction with preschool children. Participating children were identified as substantially delayed in the acquisition of early literacy skills despite exposure to high-quality, evidence-based classroom instruction. Study 1 included 93...
Show moreAlthough response-to-instruction (RTI) approaches have received increased attention, few studies have evaluated the potential impacts of RTI approaches with preschool populations. This manuscript presents results of two studies examining impacts of Tier II instruction with preschool children. Participating children were identified as substantially delayed in the acquisition of early literacy skills despite exposure to high-quality, evidence-based classroom instruction. Study 1 included 93 children ( age = 58.2 months; = 3.62) attending 12 Title I preschools. Study 2 included 184 children ( age = 58.2 months; = 3.38) attending 19 Title I preschools. The majority of children were Black/African American, and about 60% were male. In both studies, eligible children were randomized to receive either 11 weeks of need-aligned, small-group instruction or just Tier I. Tier II instruction in Study 1 included variations of activities for code- and language-focused domains with prior evidence of efficacy in non-RTI contexts. Tier II instruction in Study 2 included instructional activities narrower in scope, more intensive, and delivered to smaller groups of children. Impacts of Tier II instruction in Study 1 were minimal; however, there were significant and moderate-to-large impacts in Study 2. These results identify effective Tier II instruction but indicate that the context in which children are identified may alter the nature of Tier II instruction that is required. Children identified as eligible for Tier II in an RTI framework likely require more intensive and more narrowly focused instruction than do children at general risk of later academic difficulties.
Show less - Date Issued
- 2016-01-01
- Identifier
- FSU_pmch_26869730, 10.1037/edu0000054, PMC4746015, 26869730, 26869730
- Format
- Citation
- Title
- Children's behavioral regulation and literacy: The impact of the first grade classroom environment..
- Creator
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Day, Stephanie L, Connor, Carol McDonald, McClelland, Megan M
- Abstract/Description
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Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children...
Show moreClassroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy.
Show less - Date Issued
- 2015-10-01
- Identifier
- FSU_pmch_26407837, 10.1016/j.jsp.2015.07.004, PMC4598041, 26407837, 26407837, S0022-4405(15)00047-3
- 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
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Kim, Young-Suk Grace
- Abstract/Description
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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 timepoints; Mean age = 5;24 & 6;08) from Korean-speaking children ( = 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
- 2015-10-01
- Identifier
- FSU_pmch_26435550, 10.1002/rrq.107, PMC4590774, 26435550, 26435550
- Format
- Citation
- Title
- Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
- Creator
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Spencer, Mercedes, Muse, Andrea, Wagner, Richard K, Foorman, Barbara, Petscher, Yaacov, Schatschneider, Christopher, Tighe, Elizabeth L, Bishop, M Denise
- Abstract/Description
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We report results from two studies on the underlying dimensions of morphological awareness and vocabulary knowledge in elementary-aged children. In Study 1, 99 fourth-grade students were given multiple measures of morphological awareness and vocabulary. A single factor accounted for individual differences in all morphology and vocabulary assessments. Study 2 extended these results by giving 90 eighth-grade students expanded measures of vocabulary and morphology that assessed (a) definitional...
Show moreWe report results from two studies on the underlying dimensions of morphological awareness and vocabulary knowledge in elementary-aged children. In Study 1, 99 fourth-grade students were given multiple measures of morphological awareness and vocabulary. A single factor accounted for individual differences in all morphology and vocabulary assessments. Study 2 extended these results by giving 90 eighth-grade students expanded measures of vocabulary and morphology that assessed (a) definitional knowledge, (b) usage, (c) relational knowledge, and (d) knowledge of morphological variants, with each potential aspect of knowledge assessed using an identical set of 23 words to control for differential knowledge of specific vocabulary items. Results indicated that a single-factor model that encompassed morphological and vocabulary knowledge provided the best fit to the data. Finally, explanatory item response modeling was used to investigate sources of variance in the vocabulary and morphological awareness tasks we administered. Implications for assessment and instruction are discussed.
Show less - Date Issued
- 2015-09-01
- Identifier
- FSU_pmch_26273128, 10.1007/s11145-015-9557-0, PMC4530804, 26273128, 26273128
- Format
- Citation
- Title
- Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades.
- Creator
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Foorman, Barbara R, Koon, Sharon, Petscher, Yaacov, Mitchell, Alison, Truckenmiller, Adrea
- Abstract/Description
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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...
Show moreThe 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.
Show less - Date Issued
- 2015-08-01
- Identifier
- FSU_pmch_26346839, 10.1037/edu0000026, PMC4557887, 26346839, 26346839
- Format
- Citation
- Title
- Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis..
- Creator
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Gatlin, Brandy, Wanzek, Jeanne
- Abstract/Description
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The current meta-analysis examines recent empirical research studies that have investigated relations among dialect use and the development and achievement of reading, spelling, and writing skills. Studies published between 1998 and 2014 were selected if they: (a) included participants who were in Grades K-6 and were typically developing native English speakers, (b) examined a concurrent quantitative relationship between dialect use and literacy, including reading, spelling, or writing...
Show moreThe current meta-analysis examines recent empirical research studies that have investigated relations among dialect use and the development and achievement of reading, spelling, and writing skills. Studies published between 1998 and 2014 were selected if they: (a) included participants who were in Grades K-6 and were typically developing native English speakers, (b) examined a concurrent quantitative relationship between dialect use and literacy, including reading, spelling, or writing measures, and (c) contained sufficient information to calculate effect size estimates. Upon the removal of one study that was found to be an outlier, the full sample included 19 studies consisting of 1,947 participants, of which the majority (70%) were African American. The results showed a negative and moderate relationship between dialect use and overall literacy performance (M effect size = -0.33) and for dialect and reading (M effect size = -0.32). For spelling and writing, the relationship was negative and small (M effect size = -0.22). Moderator analyses revealed that socioeconomic status and grade level were not significant predictors for relations among dialect use and literacy skills. Implications for practice and future research, including analyzing dialect use in a variety of contexts and examining these relations to literacy outcomes, are discussed.
Show less - Date Issued
- 2015-08-01
- Identifier
- FSU_pmch_26090843, 10.1044/2015_JSLHR-L-14-0311, PMC4765162, 26090843, 26090843, 2341337
- Format
- Citation