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Title: Language-Independent and Language-Specific Aspects of Early Literacy: An Evaluation of the Common Underlying Proficiency Model..
Creator: Goodrich, J Marc, Lonigan, Christopher J
Abstract/Description: According to the common underlying proficiency model (Cummins, 1981), as children acquire academic knowledge and skills in their first language, they also acquire language-independent information about those skills that can be applied when learning a second language. The purpose of this study was to evaluate the relevance of the common underlying proficiency model for the early literacy skills of Spanish-speaking language-minority children using confirmatory factor analysis. Eight hundred...
Show moreAccording to the common underlying proficiency model (Cummins, 1981), as children acquire academic knowledge and skills in their first language, they also acquire language-independent information about those skills that can be applied when learning a second language. The purpose of this study was to evaluate the relevance of the common underlying proficiency model for the early literacy skills of Spanish-speaking language-minority children using confirmatory factor analysis. Eight hundred fifty-eight Spanish-speaking language-minority preschoolers (mean age = 60.83 months, 50.2% female) participated in this study. Results indicated that bifactor models that consisted of language-independent as well as language-specific early literacy factors provided the best fits to the data for children's phonological awareness and print knowledge skills. Correlated factors models that only included skills specific to Spanish and English provided the best fits to the data for children's oral language skills. Children's language-independent early literacy skills were significantly related across constructs and to language-specific aspects of early literacy. Language-specific aspects of early literacy skills were significantly related within but not across languages. These findings suggest that language-minority preschoolers have a common underlying proficiency for code-related skills but not language-related skills that may allow them to transfer knowledge across languages.
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Date Issued: 2017-08-01
Identifier: FSU_pmch_28848244, 10.1037/edu0000179, PMC5571872, 28848244, 28848244
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: Dombek, Jennifer, Crowe, Elizabeth C, Spencer, Mercedes, Tighe, Elizabeth L, Coffinger, Sean, Zargar, Elham, Wood, Taffeta, Petscher, Yaacov
Abstract/Description: 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).
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Date Issued: 2017-04-01
Identifier: FSU_pmch_28479610, 10.1037/edu0000128, PMC5415842, 28479610, 28479610
Format: Citation

Title: Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW)..
Creator: Kim, Young-Suk Grace, Schatschneider, Christopher
Abstract/Description: 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.
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Date Issued: 2017-01-01
Identifier: FSU_pmch_28260812, 10.1037/edu0000129, PMC5330285, 28260812, 28260812
Format: Citation

Title: A latent profile analysis of math achievement, numerosity, and math anxiety in twins.
Creator: Hart, Sara A, Logan, Jessica A R, Thompson, Lee, Kovas, Yulia, McLoughlin, Gráinne, Petrill, Stephen A
Abstract/Description: Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial...
Show moreUnderperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math.
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Date Issued: 2016-02-01
Identifier: FSU_pmch_26957650, 10.1037/edu0000045, PMC4779361, 26957650, 26957650
Format: Citation

Title: Response to Instruction in Preschool: Results of Two Randomized Studies with Children At Significant Risk of Reading Difficulties..
Creator: Lonigan, Christopher J, Phillips, Beth M
Abstract/Description: 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.
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Date Issued: 2016-01-01
Identifier: FSU_pmch_26869730, 10.1037/edu0000054, PMC4746015, 26869730, 26869730
Format: Citation

Title: Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades.
Creator: Foorman, Barbara R, Koon, Sharon, Petscher, Yaacov, Mitchell, Alison, Truckenmiller, Adrea
Abstract/Description: 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.
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Date Issued: 2015-08-01
Identifier: FSU_pmch_26346839, 10.1037/edu0000026, PMC4557887, 26346839, 26346839
Format: Citation

Title: CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test..
Creator: Codding, Robin S, Petscher, Yaacov, Truckenmiller, Adrea
Abstract/Description: A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and...
Show moreA paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and mathematics CBM indices administered to 249 seventh-grade students; (b) investigate amount and patterns of growth; and (c) examine predictive validity to a high-stakes state test using latent factor analysis and multiple indicator growth models. Results indicated strong correspondence among CBM types for fall static scores but weak relationships among slopes. Different patterns of growth were yielded for CBM writing than for CBM reading and mathematics. Findings from this study suggested that although reading, mathematics, and writing CBM were independently and moderately related to both English Language Arts and Math test scores, reading was the strongest predictor when all 3 CBM constructs were considered jointly.
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Date Issued: 2015-05-01
Identifier: FSU_pmch_26347201, 10.1037/a0037520, PMC4557811, 26347201, 26347201
Format: Citation

Title: Towards an understanding of dimensions, predictors, and gender gap in written composition.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Wanzek, Jeanne, Gatlin, Brandy
Abstract/Description: We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor...
Show moreWe had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling. Results showed that writing quality, productivity, and CBM scoring were dissociable constructs, but that writing quality and CBM scoring were highly related (r = .82). Language and cognitive predictors differed among the writing outcomes. Boys had lower writing scores than girls even after accounting for language, reading, attention, spelling, handwriting automaticity, and rapid automatized naming. Results are discussed in light of writing evaluation and a developmental model of writing.
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Date Issued: 2015-02-01
Identifier: FSU_pmch_25937667, 10.1037/a0037210, PMC4414052, 25937667, 25937667
Format: Citation

Title: Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes..
Creator: Connor, Carol McDonald, Spencer, Mercedes, Day, Stephanie L, Giuliani, Sarah, Ingebrand, Sarah W, McLean, Leigh, Morrison, Frederick J
Abstract/Description: We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy...
Show moreWe examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students' comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement.
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Date Issued: 2014-08-01
Identifier: FSU_pmch_25400293, 10.1037/a0035921, PMC4229844, 25400293, 25400293
Format: Citation

Title: Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance.
Creator: Guan, Connie Qun, Ye, Feifei, Wagner, Richard K, Meng, Wanjin, Leong, Che Kan
Abstract/Description: The goal of the present study was to test opposing views about four issues concerning predictors of individual differences in Chinese written composition: (a) Whether morphological awareness, syntactic processing, and working memory represent distinct and measureable constructs in Chinese or are just manifestations of general language ability; (b) whether they are important predictors of Chinese written composition, and if so, the relative magnitudes and independence of their predictive...
Show moreThe goal of the present study was to test opposing views about four issues concerning predictors of individual differences in Chinese written composition: (a) Whether morphological awareness, syntactic processing, and working memory represent distinct and measureable constructs in Chinese or are just manifestations of general language ability; (b) whether they are important predictors of Chinese written composition, and if so, the relative magnitudes and independence of their predictive relations; (c) whether observed predictive relations are mediated by text comprehension; and (d) whether these relations vary or are developmentally invariant across three years of writing development. Based on analyses of the performance of students in grades 4 (n = 246), 5 (n = 242) and 6 (n = 261), the results supported morphological awareness, syntactic processing, and working memory as distinct yet correlated abilities that made independent contributions to predicting Chinese written composition, with working memory as the strongest predictor. However, predictive relations were mediated by text comprehension. The final model accounted for approximately 75 percent of the variance in Chinese written composition. The results were largely developmentally invariant across the three grades from which participants were drawn.
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Date Issued: 2014-08-01
Identifier: FSU_pmch_25530630, 10.1037/a0035984, PMC4267114, 25530630, 25530630
Format: Citation

Title: Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis..
Creator: Ahmed, Yusra, Wagner, Richard K, Lopez, Danielle
Abstract/Description: Relations between reading and writing have been studied extensively but the less is known about the developmental nature of their interrelations. This study applied latent change score modeling to investigate longitudinal relations between reading and writing skills at the word, sentence and text levels. Latent change score models were used to compare unidirectional pathways (reading-to-writing and writing-to-reading) and bidirectional pathways in a test of nested models. Participants...
Show moreRelations between reading and writing have been studied extensively but the less is known about the developmental nature of their interrelations. This study applied latent change score modeling to investigate longitudinal relations between reading and writing skills at the word, sentence and text levels. Latent change score models were used to compare unidirectional pathways (reading-to-writing and writing-to-reading) and bidirectional pathways in a test of nested models. Participants included 316 boys and girls who were assessed annually in grades 1 through 4. Measures of reading included pseudo-word decoding, sentence reading efficiency, oral reading fluency and passage comprehension. Measures of writing included spelling, a sentence combining task and writing prompts. Findings suggest that a reading-to-writing model better described the data for the word and text levels of language, but a bidirectional model best fit the data at the sentence level.
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Date Issued: 2014-05-01
Identifier: FSU_pmch_24954951, 10.1037/a0035692, PMC4063364, 24954951, 24954951
Format: Citation

Title: How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement.
Creator: Piasta, Shayne B, Petscher, Yaacov, Justice, Laura M
Abstract/Description: Review of current federal and state standards indicates little consensus or empirical justification regarding appropriate goals, often referred to as benchmarks, for preschool letter-name learning. The present study investigated the diagnostic efficiency of various letter-naming benchmarks using a longitudinal database of 371 children who attended publicly funded preschools. Children's uppercase and lowercase letter-naming abilities were assessed at the end of preschool, and their literacy...
Show moreReview of current federal and state standards indicates little consensus or empirical justification regarding appropriate goals, often referred to as benchmarks, for preschool letter-name learning. The present study investigated the diagnostic efficiency of various letter-naming benchmarks using a longitudinal database of 371 children who attended publicly funded preschools. Children's uppercase and lowercase letter-naming abilities were assessed at the end of preschool, and their literacy achievement on 3 standardized measures was assessed at the end of 1st grade. Diagnostic indices (sensitivity, specificity, and negative and positive predictive power) were generated to examine the extent to which attainment of various preschool letter-naming benchmarks was associated with later risk for literacy difficulties. Results indicated generally high negative predictive power for benchmarks requiring children to know 10 or more letter names by the end of preschool. Balancing across all diagnostic indices, optimal benchmarks of 18 uppercase and 15 lowercase letter names were identified. These findings are discussed in terms of educational implications, limitations, and future directions.
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Date Issued: 2012-11-01
Identifier: FSU_pmch_26346643, 10.1037/a0027757, PMC4557803, 26346643, 26346643
Format: Citation

Title: Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade..
Creator: Al Otaiba, Stephanie, Petscher, Yaacov, Williams, Rihana S, Pappamihiel, N Eleni, Dyrlund, Allison K, Connor, Carol
Abstract/Description: This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear...
Show moreThis study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear modeling, the authors compared proficiency levels and growth in oral reading fluency in English between and within groups and then to state reading benchmarks. Findings indicate that oral reading fluency scores reliably distinguished between students with learning disabilities and typically developing students within each group (effect sizes ranging from 0.96 to 1.51). The growth trajectory included a significant quadratic trend (generally slowing over time). These findings support the effectiveness of using oral reading fluency in English to screen and monitor reading progress under Response to Intervention models, but also suggest caution in interpreting oral reading fluency data as part of the process in identifying students with learning disabilities.
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Date Issued: 2009-01-01
Identifier: FSU_pmch_25132688, 10.1037/a0014698, PMC4132665, 25132688, 25132688
Format: Citation

Florida Learning Disability Research Center (11)	+ -
Department of Psychology (2)	+ -
Florida Center for Reading Research (2)	+ -

text (13)	+ -
journal article (6)	+ -

Petscher, Yaacov (5)	+ -
Al Otaiba, Stephanie (2)	+ -
Lonigan, Christopher J (2)	+ -
Spencer, Mercedes (2)	+ -
Truckenmiller, Adrea (2)	+ -

Wagner, Richard K (2)	+ -
Ahmed, Yusra (1)	+ -
Codding, Robin S (1)	+ -
Coffinger, Sean (1)	+ -
Connor, Carol (1)	+ -
Connor, Carol McDonald (1)	+ -
Crowe, Elizabeth C (1)	+ -
Day, Stephanie L (1)	+ -
Dombek, Jennifer (1)	+ -
Dyrlund, Allison K (1)	+ -
Foorman, Barbara R (1)	+ -
Gatlin, Brandy (1)	+ -
Giuliani, Sarah (1)	+ -
Goodrich, J Marc (1)	+ -
Guan, Connie Qun (1)	+ -
Hart, Sara A (1)	+ -
Ingebrand, Sarah W (1)	+ -
Justice, Laura M (1)	+ -
Kim, Young-Suk (1)	+ -
Kim, Young-Suk Grace (1)	+ -
Koon, Sharon (1)	+ -
Kovas, Yulia (1)	+ -
Leong, Che Kan (1)	+ -
Logan, Jessica A R (1)	+ -
Lopez, Danielle (1)	+ -

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