Current Search: Florida Center for Reading Research (x)
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(1 - 18 of 18)
- Title
- Advanced (Measurement) Applications of Curriculum-based Measurement in Reading.
- Creator
- Petscher, Yaacov M., Cummings, Kelli, Biancarosa, Gina, Fien, Hank
- Abstract/Description
-
The purpose of this article is to provide a commentary on the current state of several measurement issues pertaining to curriculum-based measures of reading (R-CBM1). We begin by providing an overview of the utility of R-CBM, followed by a presentation of five specific measurements considerations: 1) the reliability of R-CBM oral reading fluency, 2) issues pertaining to form effects, 3) the generalizability of scores from R-CBM, 4) measurement error, and 5) linearity of growth in R-CBM. We...
Show moreThe purpose of this article is to provide a commentary on the current state of several measurement issues pertaining to curriculum-based measures of reading (R-CBM1). We begin by providing an overview of the utility of R-CBM, followed by a presentation of five specific measurements considerations: 1) the reliability of R-CBM oral reading fluency, 2) issues pertaining to form effects, 3) the generalizability of scores from R-CBM, 4) measurement error, and 5) linearity of growth in R-CBM. We then conclude with a presentation of the purpose for this issue and broadly introduce the articles in the special issue. Because oral reading fluency is one of the most common measures of R-CBM, much of the review is focused on this particular type of assessment; however, the issues presented extend to other assessments of R-CBM.
Show less - Date Issued
- 2013
- Identifier
- FSU_migr_fcrr-pubs-0001, 10.1177/1534508412461434
- Format
- Citation
- Title
- An Applied Examination of Methods for Detecting Differential Distractor Functioning.
- Creator
- Koon, Sharon, Kamata, Akihito
- Abstract/Description
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This study applied the odds-ratio (Penfield, 2008), the multinomial logistic regression (Kato et al., 2009), and the standardised distractor analysis (Schmitt and Bleistein, 1987) methods in the examination of differential distractor functioning (DDF) effects. Using data from the administration of one statewide mathematics assessment, these methods were applied to provide insight into two research questions; 1) whether the magnitude and pattern of the DDF effect is constant across all methods...
Show moreThis study applied the odds-ratio (Penfield, 2008), the multinomial logistic regression (Kato et al., 2009), and the standardised distractor analysis (Schmitt and Bleistein, 1987) methods in the examination of differential distractor functioning (DDF) effects. Using data from the administration of one statewide mathematics assessment, these methods were applied to provide insight into two research questions; 1) whether the magnitude and pattern of the DDF effect is constant across all methods; 2) whether the pattern of DDF effects supports differential item functioning (DIF) findings. While some differences in results were found, all three methods present a viable option for use in improving test items included in statewide assessment programmes.
Show less - Date Issued
- 2013
- Identifier
- FSU_migr_fcrr-pubs-0005
- Format
- Citation
- Title
- Building Word Knowledge: Opportunities for Direct Vocabulary Instruction in General Education for Students with Reading Difficulties.
- Creator
- Wanzek, Jeanne
- Abstract/Description
-
Direct vocabulary instruction has been recommended as one critical component of reading instruction. Although most students in the elementary grades need to continue building their vocabulary knowledge, students with reading difficulties are at the most risk of falling further behind each year in vocabulary and concept knowledge without effective instruction. This study examined the amount and type of direct vocabulary instruction available for students with reading difficulties during core...
Show moreDirect vocabulary instruction has been recommended as one critical component of reading instruction. Although most students in the elementary grades need to continue building their vocabulary knowledge, students with reading difficulties are at the most risk of falling further behind each year in vocabulary and concept knowledge without effective instruction. This study examined the amount and type of direct vocabulary instruction available for students with reading difficulties during core classroom reading instruction and supplemental reading interventions. Fourteen second-grade classroom and reading intervention teachers serving students with reading difficulties in three elementary schools in three states participated in the study. Results suggested about 8% of core classroom reading instruction was devoted to direct vocabulary instruction with a focus on word definitions and providing examples of word meaning. Minimal amounts of direct vocabulary instruction were noted in supplemental reading interventions. Thus, students with reading difficulties had limited opportunities through core reading instruction and supplemental reading interventions to receive research-based, effective vocabulary instruction.
Show less - Date Issued
- 2014
- Identifier
- FSU_migr_fcrr-pubs-0007, 10.1080/10573569.2013.789786
- 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
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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_libsubv1_wos_000375986100001, 10.3389/fpsyg.2016.00695
- Format
- Citation
- Title
- Considering word characteristics for spelling accuracy: Evidence from Korean-speaking children.
- Creator
- Kim, Young-Suk, Petscher, Yaacov
- Abstract/Description
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We examined the extent to which word characteristics (i.e., differences in orthographic transparency among words) and child characteristics (i.e., emergent literacy skills) explain variation in children’s spelling, using data from young Korean children (N = 168). We compared predicted probabilities of various types of words (e.g., transparent vs. two types of opaque words) in spelling at various levels of child’s latent ability in emergent literacy skills. While approximately 60% of total...
Show moreWe examined the extent to which word characteristics (i.e., differences in orthographic transparency among words) and child characteristics (i.e., emergent literacy skills) explain variation in children’s spelling, using data from young Korean children (N = 168). We compared predicted probabilities of various types of words (e.g., transparent vs. two types of opaque words) in spelling at various levels of child’s latent ability in emergent literacy skills. While approximately 60% of total variance in spelling was attributable to differences due to child characteristics, a substantial amount, approximately 40%, was due to differences among words. In addition, inclusion of language and print-related emergent literacy skills reduced about 35 to 57% of variance that is attributable to differences among children. Inclusion of word types (i.e., transparent vs. opaque words) explained more than 50% of variance attributable due to differences among words. These results suggest that orthographic depth in words is one aspect to take into consideration for spelling acquisition.
Show less - Date Issued
- 2013-02-01
- Identifier
- FSU_libsubv1_scholarship_submission_1453824782, 10.1016/j.lindif.2012.08.002
- 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_libsubv1_wos_000379876100001, 10.3389/fpsyg.2016.01048
- Format
- Citation
- Title
- Does Previewing Answer-Choice Options Improve Performance on a Reading Test?.
- Creator
- Qian, Guo, Kim, Young-Suk, Yang, Li, Liu, Lihui
- Abstract/Description
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Previewing answer-choice options before finishing reading the text is a widely employed test-taking behavior. In the present study we examined whether previewing is related to item response accuracy and response time, using data from Chinese learners of varying English proficiency levels and English native speakers. We examined eye movement patterns of participants who completed online multiple-choice sentence completion tasks, and how previewing was related to reading performance and whether...
Show morePreviewing answer-choice options before finishing reading the text is a widely employed test-taking behavior. In the present study we examined whether previewing is related to item response accuracy and response time, using data from Chinese learners of varying English proficiency levels and English native speakers. We examined eye movement patterns of participants who completed online multiple-choice sentence completion tasks, and how previewing was related to reading performance and whether the relation varied as a function of English proficiency level. The results showed that, relative to no previewing, previewing was associated with a significantly lower probability of answering an item correctly but not with significantly longer response time. Importantly, these relations varied across English proficiency levels such that participants with higher proficiency performed better without previewing, but there was no difference for lower-intermediate learners of English. These findings suggest that previewing does not facilitate performance on a sentence comprehension task, but instead interferes with the comprehension process, particularly for individuals with relatively high language proficiency.
Show less - Date Issued
- 2016-04-01
- Identifier
- FSU_libsubv1_scholarship_submission_1462973398, 10.1007/s11145-016-9626-z
- Format
- Citation
- Title
- The Effects of Team-Based Learning on Social Studies Knowledge Acquisition in High School.
- Creator
- Wanzek, Jeanne, Vaughn, Sharon, Kent, Shawn, Swanson, Elizabeth, Roberts, Greg, Haynes, Martha, Fall, Anna-Maria, Spisak, Stephanie, Solis, Michael
- Abstract/Description
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This randomized control trial examined the efficacy of team-based learning implemented within 11th grade social studies classes. A randomized blocked design was implemented with 26 classes randomly assigned to treatment or comparison. In the treatment classes teachers implemented team-based learning practices to support students in engaging in dialogue about course content, application of content to solve problems, and use of evidence to support responses. Significant differences in favor of...
Show moreThis randomized control trial examined the efficacy of team-based learning implemented within 11th grade social studies classes. A randomized blocked design was implemented with 26 classes randomly assigned to treatment or comparison. In the treatment classes teachers implemented team-based learning practices to support students in engaging in dialogue about course content, application of content to solve problems, and use of evidence to support responses. Significant differences in favor of the treatment group on content acquisition were noted (Hedges' g = .19). Examination of differences in response to the treatment indicated groups of students classified with high or moderate pretest scores benefitted from the treatment, whereas a group of students classified with low pretest scores did not benefit from the treatment.
Show less - Date Issued
- 2014
- Identifier
- FSU_migr_fcrr-pubs-0006, 10.1080/19345747.2013.836765
- Format
- Citation
- Title
- The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework.
- Creator
- Petscher, Yaacov M., Kim, Young-Suk, Foorman, Barbara R.
- Abstract/Description
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As schools implement Response-to-Intervention (RTI) to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, DIBELS oral reading fluency was used to compare the differential decisions that might occur in screening accuracy when predicting two reading comprehension measures (i.e., Stanford Achievement Test – 10th Edition [SAT10] & Gates-McGinitie Reading Test -4th Edition [GMRT]) at the end of...
Show moreAs schools implement Response-to-Intervention (RTI) to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, DIBELS oral reading fluency was used to compare the differential decisions that might occur in screening accuracy when predicting two reading comprehension measures (i.e., Stanford Achievement Test – 10th Edition [SAT10] & Gates-McGinitie Reading Test -4th Edition [GMRT]) at the end of second grade. The results showed that the DIBELS oral reading fluency tended to have higher sensitivity and negative predictive power for SAT10, and higher specificity and positive predictive power for GMRT. Furthermore, attempting to achieve a criterion of positive predictive power for a given reading comprehension outcome (SAT10 in this study) appears to render a favorable balance compared to other indices of diagnostic accuracy. These results are discussed in light of trade-offs and a need for considering specific contexts of schools and districts.
Show less - Date Issued
- 2011
- Identifier
- FSU_migr_fcrr-pubs-0004, 10.1177/1534508410396698
- Format
- Citation
- Title
- Language general and specific factors in letter acquisition: Considering child and letter characteristics in Korean.
- Creator
- Kim, Young-Suk, Petscher, Yaacov
- Abstract/Description
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The present study investigated the extent to which child level factors (i.e., phonological awareness) and letter level factors (i.e., letter name structures, letter frequency, visual similarity, and letter order) contributed to letter name and sound acquisition, using data from Korean-speaking children (N = 169) and cross-classified multilevel model. The results showed that (1) a relatively large amount of variance is attributable to letter differences; (2) letter feature variables, letter...
Show moreThe present study investigated the extent to which child level factors (i.e., phonological awareness) and letter level factors (i.e., letter name structures, letter frequency, visual similarity, and letter order) contributed to letter name and sound acquisition, using data from Korean-speaking children (N = 169) and cross-classified multilevel model. The results showed that (1) a relatively large amount of variance is attributable to letter differences; (2) letter feature variables, letter name structure variable in particular, explained a large amount of variance attributable to differences among letters for letter-name knowledge; (3) phonological awareness was consistently related to letter-name and -sound knowledge; (4) letter-name knowledge was somewhat inconsistent in its relation to letter-sound knowledge; and (5) letter feature variables were not consistently related to letter-name or -sound knowledge. The results are discussed in light of language or script general versus specific factors and instructional environment in letter name and sound acquisition.
Show less - Date Issued
- 2013-02-01
- Identifier
- FSU_libsubv1_scholarship_submission_1453824754, 10.1007/s11145-012-9367-6
- Format
- Citation
- Title
- Long Term Effects of First Grade Multi-Tier Intervention.
- Creator
- Al Otaiba, Stephanie Dent, Kim, Young-Suk, Wanzek, Jeanne, Petscher, Yaacov, Wagner, Richard K.
- Abstract/Description
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The purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained...
Show moreThe purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained remediation [SR]). Students in the Dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the Dynamic RTI condition had higher reading scores at the end of second grade than those in the Typical RTI condition. Limitations and directions for future research are discussed.
Show less - Date Issued
- 2014-06-30
- Identifier
- FSU_libsubv1_scholarship_submission_1453824565, 10.1080/19345747.2014.906692
- 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
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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
- Modeling the early language trajectory of language development and its relation to poor reading comprehension.
- Creator
- 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
- Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students.
- Creator
- Tighe, Elizabeth L., Schatschneider, Christopher
- Abstract/Description
-
This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and...
Show moreThis study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (7015) on the importance of differentiating among dimensions of morphological awareness in this population.
Show less - Date Issued
- 2016-02-04
- Identifier
- FSU_libsubv1_wos_000369224400001, 10.3389/fpsyg.2016.00086
- Format
- Citation
- Title
- Participatory design of a health informatics system for rural health practitioners and disadvantaged women.
- Creator
- Lustria, Mia, Kazmer, Michelle M., Glueckauf, Robert L., Hawkins, Robert, Randeree, Ebrahim, Rosario, Ivee, McLaughlin, Casey, Redmond, Sarah
- Abstract/Description
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While advances in highly targeted therapies and increased use of mammogram services have contributed to the overall decline of breast cancer deaths in the United States, these benefits have not been distributed equitably. Less educated, poor, rural, non-Hispanic African American women have poorer access to cancer services and are less likely to have had a mammogram than are urban women. Lack of physician recommendations and perceived barriers in accessing diagnostic services are major factors...
Show moreWhile advances in highly targeted therapies and increased use of mammogram services have contributed to the overall decline of breast cancer deaths in the United States, these benefits have not been distributed equitably. Less educated, poor, rural, non-Hispanic African American women have poorer access to cancer services and are less likely to have had a mammogram than are urban women. Lack of physician recommendations and perceived barriers in accessing diagnostic services are major factors that hinder the uptake of regular mammograms in rural communities. This article reports results of formative research conducted as part of a larger study focused on the participatory development of an electronic reminder system for breast cancer screening. The article discusses insights gained from focus groups with rural patients and clinicians about their information needs, breast cancer screening behaviors, barriers to care, and mammography referral practices.
Show less - Date Issued
- 2010
- Identifier
- FSU_migr_slis_faculty_publications-0024, 10.1002/asi.21390
- Format
- Citation
- Title
- Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment.
- Creator
- Petscher, Yaacov M., Connor, Carol McDonald, Al Otaiba, Stephanie Dent
- Abstract/Description
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This study investigated the psychometrics of the Diagnostic Evaluation of Language Variation Screening (DELV-S) Assessment using confirmatory factor analysis, item response theory, and differential item functioning (DIF). Responses from 1,764 students in kindergarten through second grade were used in the study, with results indicating that the DELVS is multidimensional and measures syntactic skills and non-word repetition ability. Item response theory suggested that most items were easy and...
Show moreThis study investigated the psychometrics of the Diagnostic Evaluation of Language Variation Screening (DELV-S) Assessment using confirmatory factor analysis, item response theory, and differential item functioning (DIF). Responses from 1,764 students in kindergarten through second grade were used in the study, with results indicating that the DELVS is multidimensional and measures syntactic skills and non-word repetition ability. Item response theory suggested that most items were easy and that the measured skills were most reliable for students who had low language abilities. Standardized effect sizes for DIF suggested small differences existed on syntactic skills between white and minority students. Scores were vertically scaled to produce reference tables to assess performance at specific points in time, as well as growth over time.
Show less - Date Issued
- 2012
- Identifier
- FSU_migr_fcrr-pubs-0002, 10.1177/1534508411413760
- Format
- Citation
- Title
- Relations of emergent literacy skill development with conventional literacy skill development in Korean.
- Creator
- Kim, Young-Suk, Petscher, Yaacov
- Abstract/Description
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The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e., phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean children. A total of 215 four-year-old children were followed for approximately 15 months. Results showed (1) consistent effects of letter-name...
Show moreThe present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e., phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean children. A total of 215 four-year-old children were followed for approximately 15 months. Results showed (1) consistent effects of letter-name knowledge, phonological awareness, and rapid serial naming on conventional literacy skills, and (2) the importance of children’s initial level in the emergent literacy skills for achieving conventional literacy skills. These results are discussed in light of characteristics of the Korean language and writing system.
Show less - Date Issued
- 2011-07-01
- Identifier
- FSU_libsubv1_scholarship_submission_1453824717, 10.1007/s11145-010-9240-4
- Format
- Citation
- Title
- Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.
- Creator
- Kent, Shawn, Wanzek, Jeanne, Petscher, Yaacov, Al Otaiba, Stephanie Dent, Kim, Young-Suk
- Abstract/Description
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In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students’ reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only...
Show moreIn the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students’ reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed.
Show less - Date Issued
- 2014-08-01
- Identifier
- FSU_libsubv1_scholarship_submission_1453824640, 10.1007/s11145-013-9480-1
- Format
- Citation
