Search results

Title: The Comprehension Problems for Second-Language Learners with Poor Reading Comprehension despite Adequate Decoding: A Meta-Analysis..
Creator: Spencer, Mercedes, Wagner, Richard K
Abstract/Description: 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.
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Date Issued: 2017-05-01
Identifier: FSU_pmch_28461711, 10.1111/1467-9817.12080, PMC5408953, 28461711, 28461711
Format: Citation

Title: A Large-Scale Study of Specific Reading Comprehension Disability.
Creator: Wagner, Richard K, Ridgewell, Caitlin
Date Issued: 2009-01-01
Identifier: FSU_pmch_25621097, PMC4304406, 25621097, 25621097
Format: Citation

Title: Vocabulary and Reading Comprehension: Direct, Indirect, and Reciprocal Influences..
Creator: Wagner, Richard K, Meros, Delia
Date Issued: 2010-09-01
Identifier: FSU_pmch_24860194, PMC4031673, 24860194, 24860194
Format: Citation

Title: Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers..
Creator: Wagner, Richard K
Abstract/Description: The present study examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models (SEM) with latent variables using data from 316 first-grade students, (1) silent and oral reading fluency were found to be related yet distinct forms of reading fluency; (2) silent reading fluency predicted reading comprehension better for skilled readers than for average readers; (3) list reading fluency predicted reading comprehension better...
Show moreThe present study examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models (SEM) with latent variables using data from 316 first-grade students, (1) silent and oral reading fluency were found to be related yet distinct forms of reading fluency; (2) silent reading fluency predicted reading comprehension better for skilled readers than for average readers; (3) list reading fluency predicted reading comprehension better for average readers than for skilled readers; and (4) listening comprehension predicted reading comprehension better for skilled readers than for average readers.
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Date Issued: 2011-07-01
Identifier: FSU_pmch_21747658, 10.1080/10888438.2010.493964, PMC3131673, 21747658, 21747658
Format: Citation

Title: "Waiting to Fail" Redux: Understanding Inadequate Response to Intervention..
Creator: Al Otaiba, Stephanie, Wagner, Richard K, Miller, Brett
Abstract/Description: This introduction to the special issue provides an overview of the promise, but also the ongoing challenges, related to Response to Intervention (RTI) as a means of both prevention and identification of reading disabilities. We conclude by describing the articles in this special issue and considering their implications for future research.
Date Issued: 2014-08-01
Identifier: FSU_pmch_25422530, 10.1177/0731948714525622, PMC4240019, 25422530, 25422530
Format: Citation

Title: Gender Differences in Reading Impairment and in the Identification of Impaired Readers: Results From a Large-Scale Study of At-Risk Readers..
Creator: Quinn, Jamie M, Wagner, Richard K
Abstract/Description: Reading impairment is more common in males, but the magnitude and origin of this gender difference are debated. In a large-scale study of reading impairment among 491,103 beginning second-graders, gender differences increased with greater severity of reading impairment, peaking at a ratio of 2.4:1 for a broad measure of fluency and a ratio of 1.6:1 for a narrow measure of decoding. Results from three tests indicate that gender differences in reading impairment are attributable primarily to...
Show moreReading impairment is more common in males, but the magnitude and origin of this gender difference are debated. In a large-scale study of reading impairment among 491,103 beginning second-graders, gender differences increased with greater severity of reading impairment, peaking at a ratio of 2.4:1 for a broad measure of fluency and a ratio of 1.6:1 for a narrow measure of decoding. Results from three tests indicate that gender differences in reading impairment are attributable primarily to male vulnerability rather than ascertainment bias. Correspondence between identification as an impaired reader by our study criteria and school identification as learning disabled was poor overall and worse for girls: Only 1 out of 4 boys and 1 out of 7 girls identified as reading impaired in our study was school identified as learning disabled.
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Date Issued: 2015-07-01
Identifier: FSU_pmch_24153403, 10.1177/0022219413508323, PMC3997651, 24153403, 24153403, 0022219413508323
Format: Citation

Title: Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill..
Creator: Piasta, Shayne B, Wagner, Richard K
Abstract/Description: Preschool-age children (N=58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of instructional condition and characteristics of both letters and children. Specifically, learning was examined in light of letter name structure, whether letter names included cues to their respective sounds, and children's phonological processing skills....
Show morePreschool-age children (N=58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of instructional condition and characteristics of both letters and children. Specifically, learning was examined in light of letter name structure, whether letter names included cues to their respective sounds, and children's phonological processing skills. Consistent with past research, children receiving letter name and sound instruction were most likely to learn the sounds of letters whose names included cues to their sounds regardless of phonological processing skills. Only children with higher phonological skills showed a similar effect in the control condition. Practical implications are discussed.
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Date Issued: 2010-04-01
Identifier: FSU_pmch_20097352, 10.1016/j.jecp.2009.12.008, PMC2978809, 20097352, 20097352, S0022-0965(09)00212-4
Format: Citation

Title: Rapid serial naming and reading ability: the role of lexical access..
Creator: Logan, Jessica A R, Schatschneider, Christopher, Wagner, Richard K
Abstract/Description: Rapid serial naming tasks are frequently used to explain variance in reading skill. However, the construct being measured by rapid naming is yet undetermined. The Phonological Processing theory suggests that rapid naming relates to reading because of similar demands of access to long-term stored phonological representations of visual stimuli. Some researchers have argued that isolated or discrete-trial naming is a more precise measure of lexical access than serial naming, thus it is likely...
Show moreRapid serial naming tasks are frequently used to explain variance in reading skill. However, the construct being measured by rapid naming is yet undetermined. The Phonological Processing theory suggests that rapid naming relates to reading because of similar demands of access to long-term stored phonological representations of visual stimuli. Some researchers have argued that isolated or discrete-trial naming is a more precise measure of lexical access than serial naming, thus it is likely that any shared variance between these two formats can be attributed to similar lexical access demands. The present study examined whether there remained any variance in reading ability that could be uniquely explained by the rapid naming task while controlling for isolated naming. Structural equation modeling was used to examine these relations within the context of the phonological processing model. Results indicated that serial naming uniquely predicted reading, and the relation was stronger with isolated naming controlled for, suggesting that isolated naming functioned as a suppressor variable in the relation of serial naming with reading.
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Date Issued: 2011-01-01
Identifier: FSU_pmch_22215934, 10.1007/s11145-009-9199-1, PMC3246275, 22215934, 22215934
Format: Citation

Title: Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction..
Creator: Piasta, Shayne B, Wagner, Richard K
Abstract/Description: Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of pre-school instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta-analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provided. School-based instruction yielded larger...
Show moreAlphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of pre-school instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta-analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provided. School-based instruction yielded larger effects than home-based instruction; small-group instruction yielded larger effects than individual tutoring programs. We found minimal evidence of transfer of alphabet instruction to early phonological, reading, or spelling skills. Implications for research and practice are discussed.
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Date Issued: 2010-01-01
Identifier: FSU_pmch_20671801, 10.1598/RRQ.45.1.2, PMC2910925, 20671801, 20671801
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: Developmental and Individual Differences in Chinese Writing.
Creator: Guan, Connie Qun, Ye, Feifei, Wagner, Richard K, Meng, Wanjin
Abstract/Description: The goal of the present study was to examine the generalizability of a model of the underlying dimensions of written composition across writing systems (Chinese Mandarin vs. English) and level of writing skill. A five-factor model of writing originally developed from analyses of 1st and 4th grade English writing samples was applied to Chinese writing samples obtained from 4th and 7th grade students. Confirmatory factor analysis was used to compare the fits of alternative models of written...
Show moreThe goal of the present study was to examine the generalizability of a model of the underlying dimensions of written composition across writing systems (Chinese Mandarin vs. English) and level of writing skill. A five-factor model of writing originally developed from analyses of 1st and 4th grade English writing samples was applied to Chinese writing samples obtained from 4th and 7th grade students. Confirmatory factor analysis was used to compare the fits of alternative models of written composition. The results suggest that the five-factor model of written composition generalizes to Chinese writing samples and applies to both less skilled (Grade 4) and more skilled (Grade 7) writing, with differences in factor means between grades that vary in magnitude across factors.
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Date Issued: 2013-07-01
Identifier: FSU_pmch_26038631, 10.1007/s11145-012-9405-4, PMC4450100, 26038631, 26038631
Format: Citation

Title: Dynamic assessment and its implications for RTI models.
Creator: Wagner, Richard K, Compton, Donald L
Date Issued: 2011-07-01
Identifier: FSU_pmch_21965252, 10.1177/0022219411407859, PMC3187556, 21965252, 21965252, 44/4/311
Format: Citation

Title: Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of its Mediating Role for Children from Grades 1 to 4..
Creator: Kim, Young-Suk Grace, Wagner, Richard K
Abstract/Description: In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4, and employing structural equation models. Results showed that the role of text reading fluency changes over time as children's reading proficiency develops. In the beginning phase of reading development (Grade 1), text...
Show moreIn the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4, and employing structural equation models. Results showed that the role of text reading fluency changes over time as children's reading proficiency develops. In the beginning phase of reading development (Grade 1), text reading fluency was not independently related to reading comprehension over and above word reading fluency and listening comprehension. In Grades 2 to 4, however, text reading fluency completely mediated the relation between word reading fluency and reading comprehension whereas it partially mediated the relation between listening comprehension and reading comprehension. These results suggest that text reading fluency is a dissociable construct that plays a developmentally changing role in reading acquisition.
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Date Issued: 2015-01-01
Identifier: FSU_pmch_25848201, 10.1080/10888438.2015.1007375, PMC4384883, 25848201, 25848201
Format: Citation

Title: Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches..
Creator: Piasta, Shayne B, Purpura, David J, Wagner, Richard K
Abstract/Description: Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control). Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name and sound instruction or letter sound only instruction. Thirty-four 15 minute lessons were provided, with children pre- and post-tested on alphabet, phonological awareness, letter-word identification, emergent reading, and...
Show morePreschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control). Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name and sound instruction or letter sound only instruction. Thirty-four 15 minute lessons were provided, with children pre- and post-tested on alphabet, phonological awareness, letter-word identification, emergent reading, and developmental spelling measures. Results suggest benefits of combined letter name and sound instruction in promoting children's letter sound acquisition. Benefits did not generalize to other emergent literacy skills.
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Date Issued: 2010-07-01
Identifier: FSU_pmch_20563245, 10.1007/s11145-009-9174-x, PMC2885812, 20563245, 20563245
Format: Citation

Title: Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?.
Creator: Kim, Young-Suk Grace, Park, Chea Hyeong, Wagner, Richard K
Abstract/Description: In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency...
Show moreIn the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency was a dissociable construct for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text reading fluency for first graders, but not for kindergartners, over and above word reading fluency. In addition, text reading fluency was uniquely related to reading comprehension for kindergartners, but not for first graders, after accounting for word reading fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for reading comprehension component skills including text reading fluency.
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Date Issued: 2014-01-01
Identifier: FSU_pmch_25653474, 10.1007/s11145-013-9434-7, PMC4313766, 25653474, 25653474
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
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Date Issued: 2016-11-01
Identifier: FSU_pmch_27732037, 10.1037/dev0000172, PMC5091810, 27732037, 27732037, 2016-48469-001
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.
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Date Issued: 2016-10-10
Identifier: FSU_libsubv1_scholarship_submission_1477836985, 10.1037/dev0000172
Format: Citation

Title: Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
Creator: Tighe, Elizabeth L, Wagner, Richard K, Schatschneider, Christopher
Abstract/Description: This study demonstrates the utility of applying a causal indicator modeling framework to investigate important predictors of reading comprehension in third, seventh, and tenth grade students. The results indicated that a 4-factor multiple indicator multiple indicator cause (MIMIC) model of reading comprehension provided adequate fit at each grade level. This model included latent predictor constructs of decoding, verbal reasoning, nonverbal reasoning, and working memory and accounted for a...
Show moreThis study demonstrates the utility of applying a causal indicator modeling framework to investigate important predictors of reading comprehension in third, seventh, and tenth grade students. The results indicated that a 4-factor multiple indicator multiple indicator cause (MIMIC) model of reading comprehension provided adequate fit at each grade level. This model included latent predictor constructs of decoding, verbal reasoning, nonverbal reasoning, and working memory and accounted for a large portion of the reading comprehension variance (73% to 87%) across grade levels. Verbal reasoning contributed the most unique variance to reading comprehension at all grade levels. In addition, we fit a multiple group 4-factor MIMIC model to investigate the relative stability (or variability) of the predictor contributions to reading comprehension across development (i.e., grade levels). The results revealed that the contributions of verbal reasoning, nonverbal reasoning, and working memory to reading comprehension were stable across the three grade levels. Decoding was the only predictor that could not be constrained to be equal across grade levels. The contribution of decoding skills to reading comprehension was higher in third grade and then remained relatively stable between seventh and tenth grade. These findings illustrate the feasibility of using MIMIC models to explain individual differences in reading comprehension across the development of reading skills.
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Date Issued: 2015-04-01
Identifier: FSU_pmch_25821346, 10.1007/s11145-014-9532-1, PMC4371741, 25821346, 25821346
Format: Citation

Title: The importance of measuring growth in response to intervention models: Testing a core assumption..
Creator: Schatschneider, Christopher, Wagner, Richard K, Crawford, Elizabeth C
Abstract/Description: A core assumption of response to instruction or intervention (RTI) models is the importance of measuring growth in achievement over time in response to effective instruction or intervention. Many RTI models actively monitor growth for identifying individuals who need different levels of intervention. A large-scale (N=23,438), two-year longitudinal study of first grade children was carried out to compare the predictive validity of measures of achievement status, growth in achievement, and...
Show moreA core assumption of response to instruction or intervention (RTI) models is the importance of measuring growth in achievement over time in response to effective instruction or intervention. Many RTI models actively monitor growth for identifying individuals who need different levels of intervention. A large-scale (N=23,438), two-year longitudinal study of first grade children was carried out to compare the predictive validity of measures of achievement status, growth in achievement, and their combination for predicting future reading achievement. The results indicate that under typical conditions, measures of growth do not make a contribution to prediction that is independent of measures of achievement status. These results question the validity of a core assumption of RTI models.
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Date Issued: 2008-01-01
Identifier: FSU_pmch_22224065, 10.1016/j.lindif.2008.04.005, PMC3249752, 22224065, 22224065
Format: Citation

Title: Uniqueness and Overlap: Characteristics and Longitudinal Correlates of Native Chinese Children's Writing in English as a Foreign Language..
Creator: Zhang, Juan, McBride-Chang, Catherine, Wagner, Richard K, Chan, Shingfong
Abstract/Description: Longitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors...
Show moreLongitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors at ages between five and nine years, tasks of speed or fluency were consistently uniquely associated with Chinese writing composition; measures of English vocabulary knowledge, word reading, or both were consistently uniquely associated with English writing quality. Compared to the American children, Chinese children's writing reflected significantly higher proportions of errors in all grammatical categories but did not differ in punctuation or spelling. Findings underscore both similarities and differences in writing at different levels across languages.
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Date Issued: 2014-04-01
Identifier: FSU_pmch_25729319, 10.1017/S1366728913000163, PMC4341962, 25729319, 25729319
Format: Citation

Title: Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2..
Creator: Kim, Young-Suk, Wagner, Richard K, Lopez, Danielle
Abstract/Description: From a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children's reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first and second graders. Results showed that list reading fluency was uniquely related to reading comprehension in Grade 1, but not in Grade 2, after accounting for text...
Show moreFrom a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children's reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first and second graders. Results showed that list reading fluency was uniquely related to reading comprehension in Grade 1, but not in Grade 2, after accounting for text reading fluency (oral or silent) and listening comprehension. In contrast, text reading fluency was uniquely related to reading comprehension in Grade 2, but not in Grade 1, after accounting for list reading fluency and listening comprehension. When oral reading fluency and silent reading fluency were compared, oral reading fluency was uniquely related to reading comprehension after accounting for silent reading fluency in Grade 1, whereas silent reading fluency was uniquely related to reading comprehension after accounting for oral reading fluency in Grade 2.
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Date Issued: 2012-09-01
Identifier: FSU_pmch_22726256, 10.1016/j.jecp.2012.03.002, PMC3836363, 22726256, 22726256, S0022-0965(12)00054-9
Format: Citation

Title: Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?.
Creator: Spencer, Mercedes, Quinn, Jamie M, Wagner, Richard K
Abstract/Description: The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling 9 cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts: Less than one percent of first- through third-grade students who scored as poor in reading comprehension were adequate in both decoding and vocabulary....
Show moreThe goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling 9 cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts: Less than one percent of first- through third-grade students who scored as poor in reading comprehension were adequate in both decoding and vocabulary. Although poor reading comprehension certainly qualifies as a major problem rather than a myth, the term specific reading comprehension disability is a misnomer: Individuals with problems in reading comprehension that are not attributable to poor word recognition have comprehension problems that are general to language comprehension rather than specific to reading. Implications for assessment and intervention are discussed.
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Date Issued: 2014-02-01
Identifier: FSU_pmch_25143666, 10.1111/ldrp.12024, PMC4134909, 25143666, 25143666
Format: Citation

Title: Text (Oral) reading fluency as a construct in reading development: An investigation of its mediating role for children from Grades 1 to 4.
Creator: Kim, Young-Suk, Wagner, Richard K.
Abstract/Description: In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4, and employing structural equation models. Results showed that the role of text reading fluency changes over time as children’s reading proficiency develops. In the beginning phase of reading development (Grade 1), text...
Show moreIn the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4, and employing structural equation models. Results showed that the role of text reading fluency changes over time as children’s reading proficiency develops. In the beginning phase of reading development (Grade 1), text reading fluency was not independently related to reading comprehension over and above word reading fluency and listening comprehension. In Grades 2 to 4, however, text reading fluency completely mediated the relation between word reading fluency and reading comprehension whereas it partially mediated the relation between listening comprehension and reading comprehension. These results suggest that text reading fluency is a dissociable construct that plays a developmentally changing role in reading acquisition.
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Date Issued: 2015-02-24
Identifier: FSU_libsubv1_scholarship_submission_1453745561, 10.1080/10888438.2015.1007375
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: Comparing Generic and Passage-Specific Assessments of Vocabulary and Fluency as Predictors of Reading Comprehension in Narrative and Expository Passages.
Creator: Priya, Kanu, Wagner, Richard K., Kelly, Colleen, Sunderman, Gretchen, Department of Psychology, Florida State University
Abstract/Description: Previous research has investigated vocabulary and fluency as predictors of reading comprehension, most of it concentrating on younger school-age readers. The present study compared both passage-specific and generic assessments of vocabulary and fluency as predictors of reading comprehension in college-age readers. The comparison was done for both standardized tasks and experimental tasks and for expository and narrative text types. The study also investigated the effect of text type and...
Show morePrevious research has investigated vocabulary and fluency as predictors of reading comprehension, most of it concentrating on younger school-age readers. The present study compared both passage-specific and generic assessments of vocabulary and fluency as predictors of reading comprehension in college-age readers. The comparison was done for both standardized tasks and experimental tasks and for expository and narrative text types. The study also investigated the effect of text type and question type (inferential and non-inferential) on reading comprehension. Seventy eight college-age readers completed a battery of reading comprehension, vocabulary and fluency tests. The results of the study reveal an interaction between passage type and question type on comprehension performance with students performing better on inferential questions for narrative texts, and on non-inferential questions for expository texts. Furthermore, vocabulary was found to be a better predictor of reading comprehension than fluency for both standardized and experimental tasks.
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Date Issued: 2006
Identifier: FSU_migr_etd-0462
Format: Thesis

Title: Investigating the Factor Structure of Vocabulary Knowledge.
Creator: Spencer, Mercedes, Wagner, Richard K., Connor, Carol, Kaschak, Michael, Department of Psychology, Florida State University
Abstract/Description: The present study examined four kinds of vocabulary knowledge: Definitional knowledge, using vocabulary in context, relational knowledge, and morphological knowledge. A measure was developed that assessed all four kinds of vocabulary knowledge using the same 23 vocabulary words, which allowed within- and between-word variance to be modeled. Confirmatory factor analysis was used to test three alternative models of vocabulary knowledge: (1) a four-factor model that specified four related yet...
Show moreThe present study examined four kinds of vocabulary knowledge: Definitional knowledge, using vocabulary in context, relational knowledge, and morphological knowledge. A measure was developed that assessed all four kinds of vocabulary knowledge using the same 23 vocabulary words, which allowed within- and between-word variance to be modeled. Confirmatory factor analysis was used to test three alternative models of vocabulary knowledge: (1) a four-factor model that specified four related yet distinct dimensions of vocabulary knowledge, (2) a two-factor model that considered vocabulary knowledge and morphological knowledge to be two separate but potentially related factors, and (3) a one-factor model in which vocabulary knowledge was unidimensional. These alternative models were examined by modeling both within- and between-word variance. When controlling for extraneous word-level variance, vocabulary knowledge was found to be a relatively unidimensional construct.
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Date Issued: 2012
Identifier: FSU_migr_etd-5197
Format: Thesis

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., Schatschneider, Chris, Maner, Jon, Department of Psychology, Florida State University
Abstract/Description: Purpose– The relations between reading and writing have been studied extensively but the exact nature of their interrelation is not known. This study applied new advances in change score modeling to investigate longitudinal developmental relations between reading and writing skills at the word, sentence and text levels. Dynamic models were used to compare unidirectional pathways (reading-to-writing and writing-to-reading) and bidirectional pathways in a test of nested models.Method–...
Show morePurpose– The relations between reading and writing have been studied extensively but the exact nature of their interrelation is not known. This study applied new advances in change score modeling to investigate longitudinal developmental relations between reading and writing skills at the word, sentence and text levels. Dynamic models were used to compare unidirectional pathways (reading-to-writing and writing-to-reading) and bidirectional pathways in a test of nested models.Method– Participants included 316 boys and girls who were assessed annually in grades 1 through 3. Measures of reading included pseudo word decoding, sentence reading efficiency measures and passage comprehension. Measures of writing included spelling, a sentence combining task and computational indices of linguistic features of a writing prompt.Results– The changes in reading and writing were characterized by improvements between years. The reading-to-writing model fit the data well, where changes in reading and writing were a function of a) status, b) growth or c) both in reading or writing. At the word level, high status in grade 1 decoding predicted an improvement on spelling between grades 2-3, and the improvement in decoding between grades 1-2 predicted an improvement in spelling between grades 2-3. At the sentence level, high status in reading predicted an improvement in writing across the years. At the text level, high status in grade 2 reading predicted an improvement in writing between grades 2-3.Discussion– findings suggest that a reading-to-writing model better describes the data than does a bidirectional model, and this relation holds across levels of language. Secondly, changes in writing are predicted by high achievement status in reading at all levels of language, and this effect was significant at both stages of development at the word and sentence levels, and at the later stage of development at the text level (between grades 2 and 3). Thirdly, change in spelling was predicted by change decoding between grades 1 -2. Thus, our results show that Mathew effects are characteristic of reading-writing development in that acquisition of writing skills is facilitated for good readers.
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Date Issued: 2011
Identifier: FSU_migr_etd-4683
Format: Thesis

Title: A Latent Variable Modeling Approach to the Simple View of Reading.
Creator: Kershaw, Sarah, Schatschneider, Christopher, Maner, Jon, Wagner, Richard K., Department of Psychology, Florida State University
Abstract/Description: The present study utilized a latent variable modeling approach to examine the Simple View of Reading in a sample of students from 3rd, 7th, and 10th grades (N = 215, 188, and 180 respectively). A series of nested latent interaction models was used to investigate the functional form of the relationship between decoding and listening comprehension. Following this, a multiple group analysis was used examine the contribution of these predictors as children progress through school. Lastly, latent...
Show moreThe present study utilized a latent variable modeling approach to examine the Simple View of Reading in a sample of students from 3rd, 7th, and 10th grades (N = 215, 188, and 180 respectively). A series of nested latent interaction models was used to investigate the functional form of the relationship between decoding and listening comprehension. Following this, a multiple group analysis was used examine the contribution of these predictors as children progress through school. Lastly, latent interaction modeling was used to investigate the contribution of passage fluency, working memory, and IQ to a model of reading. Results revealed that for 3rd grade students, a combined model of reading, which included both the sum and the product of decoding and listening comprehension, provided the best fit, whereas an additive model was best for 7th and 10th grade students. Multiple group analyses revealed that the contribution of decoding and listening comprehension to reading comprehension did not change from 7th to 10th grade. Finally, the investigation of additional predictors revealed that passage fluency significantly predicted reading comprehension above and beyond decoding for students in 7th and 10th grade. Additionally, when IQ was included in the 10th grade model of reading, decoding and listening comprehension no longer significantly predicted reading comprehension.
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Date Issued: 2010
Identifier: FSU_migr_etd-3161
Format: Thesis

Title: Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Creator: Brown Waesche, Jessica S, Schatschneider, Christopher, Maner, Jon K, Ahmed, Yusra, Wagner, Richard K
Abstract/Description: Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four...
Show moreRates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four definitions were compared, including traditional unexpected low achievement and three response-to-intervention-based definitions: low achievement, low growth, and dual discrepancy. Rates of agreement were variable but only poor to moderate overall, with poorest agreement between unexpected low achievement and the other definitions. Longitudinal stability was poor, with poorest stability for the low growth definition. Implications for research and practice are discussed.
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Date Issued: 2011-05-01
Identifier: FSU_pmch_21252372, 10.1177/0022219410392048, PMC3248271, 21252372, 21252372, 0022219410392048
Format: Citation

Title: Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
Creator: Thatcher Kantor, Patricia, Wagner, Richard K, Torgesen, Joseph K, Rashotte, Carol A
Abstract/Description: The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit. The second form of dynamic assessment was direct instruction of the phonological awareness tasks. The results indicate that preschool children's phonological awareness can be...
Show moreThe goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit. The second form of dynamic assessment was direct instruction of the phonological awareness tasks. The results indicate that preschool children's phonological awareness can be assessed using standard assessment procedures, provided the items require processing units larger than the individual phoneme. No advantage was found in reliability or validity for either dynamic assessment condition relative to the standard assessment condition. Dynamic assessment does not appear to improve reliability or validity of phonological awareness assessments when preschool children are given tasks that they can perform using standard administration procedures.
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Date Issued: 2011-07-01
Identifier: FSU_pmch_21685350, 10.1177/0022219411407861, PMC3179788, 21685350, 21685350, 0022219411407861
Format: Citation

Title: Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches..
Creator: Torgesen, Joseph K, Wagner, Richard K, Rashotte, Carol A, Herron, Jeannine, Lindamood, Patricia
Abstract/Description: The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the...
Show moreThe relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the computer programs. At the end of first grade, there were no differences in student reading performance between students assigned to the different intervention conditions, but the combined-intervention students performed significantly better than control students who had been exposed to their school's normal reading program. Significant differences were obtained for phonemic awareness, phonemic decoding, reading accuracy, rapid automatic naming, and reading comprehension. A follow-up test at the end of second grade showed a similar pattern of differences, although only differences in phonemic awareness, phonemic decoding, and rapid naming remained statistically reliable.
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Date Issued: 2010-06-01
Identifier: FSU_pmch_20052566, 10.1007/s11881-009-0032-y, PMC2888606, 20052566, 20052566
Format: Citation

Title: Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012)..
Creator: Wagner, Richard K, Herrera, Sarah K, Spencer, Mercedes, Quinn, Jamie M
Abstract/Description: Recently, Tunmer and Chapman provided an alternative model of how decoding and listening comprehension affect reading comprehension that challenges the simple view of reading. They questioned the simple view's fundamental assumption that oral language comprehension and decoding make independent contributions to reading comprehension by arguing that one component of oral language comprehension (vocabulary) affects decoding. They reported results from hierarchical regression analyses,...
Show moreRecently, Tunmer and Chapman provided an alternative model of how decoding and listening comprehension affect reading comprehension that challenges the simple view of reading. They questioned the simple view's fundamental assumption that oral language comprehension and decoding make independent contributions to reading comprehension by arguing that one component of oral language comprehension (vocabulary) affects decoding. They reported results from hierarchical regression analyses, exploratory factor analysis, and structural equation modeling to justify their conclusion. Their structural equation modeling results provided the strongest and most direct test of their alternative view. However, they incorrectly specified their simple view model. When correctly specified, the simple view of reading model and an alternative model in which listening comprehension affects decoding provide identically good fits to the data. This results from the fact that they are equivalent models. Although Tunmer and Chapman's results do not support their assertion that a model in which oral language comprehension affects decoding provides a better fit to their data, the presence of equivalent models provides an ironic twist: The mountain of evidence that supports the simple view of reading provides equivalent support to their alternative interpretation. Additional studies are needed to differentiate these two theoretical accounts.
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Date Issued: 2015-03-01
Identifier: FSU_pmch_25095787, 10.1177/0022219414544544, PMC4318790, 25095787, 25095787, 0022219414544544
Format: Citation

Title: Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third-Grade Children.
Creator: Tannenbaum, Kendra R., Torgesen, Joseph K., Lonigan, Christopher J., Schatschneider, Christopher, Wagner, Richard K., Department of Psychology, Florida State University
Abstract/Description: Two hundred and three third-grade students took part in a study that examined the relationships between three dimensions of word knowledge and reading comprehension. Each participant was administered six measures of word knowledge. The Peabody Picture Vocabulary Test- Third Edition (PPVT-III) and the Vocabulary subtest of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) were used to measure breadth of word knowledge. The Multiple Meanings subtest and Attributes subtest of...
Show moreTwo hundred and three third-grade students took part in a study that examined the relationships between three dimensions of word knowledge and reading comprehension. Each participant was administered six measures of word knowledge. The Peabody Picture Vocabulary Test- Third Edition (PPVT-III) and the Vocabulary subtest of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) were used to measure breadth of word knowledge. The Multiple Meanings subtest and Attributes subtest of the Language Processing Test-Revised (LPT-R) were used to measure depth of word knowledge. The Word Use Fluency (WUF) subtest of The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and a semantic category fluency task were used to measure fluency of word knowledge. Confirmatory factor analyses, structural equation modeling, and hierarchical regression analyses were used to compare performance on the three dimensions of word knowledge and performance on two tests of reading comprehension. Results show that a two-factor model of breadth and depth/fluency provides the best fit to the data. Breadth had a stronger relationship to reading comprehension than did depth/fluency; however, the two dimensions of word knowledge share important information that contributes to the prediction of reading comprehension.
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Date Issued: 2005
Identifier: FSU_migr_etd-1704
Format: Thesis

Title: The Nature of Morphological Knowledge.
Creator: Muse, Andrea E., Wagner, Richard K., Wetherby, Amy, Torgesen, Joseph K., Lonigan, Christopher, Schatschneider, Christopher, Department of Psychology, Florida State University
Abstract/Description: Morphological knowledge, which refers to a conscious awareness of or the ability to use the smallest units of meaning in a language, may be important in learning to read English. However, the underlying nature of this construct is not well understood. A battery including nine morphological knowledge measures was administered to a fourth grade sample. In addition, two standardized vocabulary tests and three oral reading fluency tasks were included. Participants' scores on a statewide reading...
Show moreMorphological knowledge, which refers to a conscious awareness of or the ability to use the smallest units of meaning in a language, may be important in learning to read English. However, the underlying nature of this construct is not well understood. A battery including nine morphological knowledge measures was administered to a fourth grade sample. In addition, two standardized vocabulary tests and three oral reading fluency tasks were included. Participants' scores on a statewide reading comprehension test were also obtained. A series of confirmatory factor analyses was conducted to explore the possibility that morphological knowledge may be divided into two or more subcategories. The role of method effects was then explored. The relation between morphological knowledge and vocabulary was also examined. Additional models designed to quantify the relations between morphological knowledge, vocabulary, oral reading fluency, and reading comprehension were included. In all cases, a single-factor model of morphological knowledge was the preferred model. This indicates that the morphological tasks administered were all measuring the same construct, and that method effects were not playing a significant role in performance. The results of the analyses also showed that morphological knowledge and vocabulary are indistinguishable for fourth-grade students. When morphological knowledge and vocabulary were represented as a single latent variable, it accounted for a high and significant portion of the variance in reading comprehension.
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Date Issued: 2005
Identifier: FSU_migr_etd-2161
Format: Thesis

Title: Effects of ADHD and Test Anxiety on Reading Comprehension and Test Performance.
Creator: Wood, Sarah, Wagner, Richard K., Hart, Sara, Boot, Walter Richard, Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Past research suggests that reading comprehension performance relies not solely on cognitive skills such as decoding, vocabulary, and inference skills, but also on attention and behavior. Specifically, the literature has pointed to attention deficit/hyperactivity disorder (ADHD) and test anxiety as possible influences on reading comprehension test performance. Previous work has examined the individual effects of ADHD and test anxiety on reading comprehension test performance. However, there...
Show morePast research suggests that reading comprehension performance relies not solely on cognitive skills such as decoding, vocabulary, and inference skills, but also on attention and behavior. Specifically, the literature has pointed to attention deficit/hyperactivity disorder (ADHD) and test anxiety as possible influences on reading comprehension test performance. Previous work has examined the individual effects of ADHD and test anxiety on reading comprehension test performance. However, there is little research investigating their joint effects on reading comprehension test performance. The proposed study will attempt to answer three questions through a series of structural equation models (SEM). First, do ADHD and test anxiety affect reading comprehension test performance? Second, if so, are these effects independent or redundant? Third, in addition to their main effects, do test anxiety and ADHD interact in affecting reading comprehension test performance? Taken together, these results will inform researchers on the effects of ADHD and test anxiety about reading comprehension test performance.
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Date Issued: 2015
Identifier: FSU_2016SP_Wood_fsu_0071N_12992
Format: Thesis

Title: Evaluation of a Novel Behavioral Indicator of Distress Intolerance.
Creator: Macatee, Richard J. (Richard James), Cougle, Jesse R., Flynn, Heather A., Schmidt, Norman B., Boot, Walter Richard, Wagner, Richard K., Florida State University, College of Arts...
Show moreMacatee, Richard J. (Richard James), Cougle, Jesse R., Flynn, Heather A., Schmidt, Norman B., Boot, Walter Richard, Wagner, Richard K., Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: Distress intolerance (DI) is a transdiagnostic individual difference variable reflective of the capacity to withstand aversive psychological states. DI is typically measured with self-report questionnaires or behaviorally via quit latency on distressing persistence tasks. Although both measurement methods have demonstrated predictive validity with respect to theoretically-related clinical problems, cross-method convergence of DI measures is generally not found, which may be due to the lack of...
Show moreDistress intolerance (DI) is a transdiagnostic individual difference variable reflective of the capacity to withstand aversive psychological states. DI is typically measured with self-report questionnaires or behaviorally via quit latency on distressing persistence tasks. Although both measurement methods have demonstrated predictive validity with respect to theoretically-related clinical problems, cross-method convergence of DI measures is generally not found, which may be due to the lack of theoretically-derived behavioral indicators of DI. Extant persistence tasks are face valid measures of DI, but they do not directly assess a theorized central feature of DI: the ability to inhibit prepotent responses to negative reinforcers under distress. The primary aim of the present study was to evaluate the relations between a novel behavioral measure of this ability (i.e., Negative-Escape stop-signal reaction time (SSRT) on a modified stop-signal task) and DI self-report/persistence measures as well as DI-linked clinical problems (i.e., perseverative thought, :coping motives for substance use, stress-elicited substance use problems) in a large non-clinical sample (N = 199). Consistent with most prior literature, self-report and persistence measures of DI were non-significantly correlated, but, contrary to predictions, Negative-Escape SSRT was also unrelated to DI and associated clinical problems. However, exploratory analyses revealed that DI measured via self-report but not task persistence was associated with faster reaction time (RT) on Go trials with negative reinforcement relative to neutral stimuli (i.e., facilitated ΔEscapeRT). Further, facilitated ΔEscapeRT was related to some DI-linked clinical problems (i.e., perseverative thought, depression coping motives for alcohol use) and moderated the effect of stressful life events on change in alcohol use-related problems over a one-month follow-up period. Theoretical and clinical implications are discussed.
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Date Issued: 2017
Identifier: 2018_Su_Macatee_fsu_0071E_13967
Format: Thesis

Title: Is oral/text reading fluency a “bridge” to reading comprehension?.
Creator: Kim, Young-Suk, Park, Chea Hyeong, Wagner, Richard K.
Abstract/Description: In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency...
Show moreIn the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency was a dissociable construct for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text reading fluency for first graders, but not for kindergartners, over and above word reading fluency. In addition, text reading fluency was uniquely related to reading comprehension for kindergartners, but not for first graders, after accounting for word reading fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for reading comprehension component skills including text reading fluency.
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Date Issued: 2013-03-23
Identifier: FSU_libsubv1_scholarship_submission_1460580499, 10.1007/s11145-013-9434-7
Format: Citation

Title: Behavioral genetic approach to the study of dyslexia.
Creator: Hensler, Brooke Soden, Schatschneider, Christopher, Taylor, Jeanette, Wagner, Richard K
Abstract/Description: Dyslexia is a prominent focus of practitioners, educators, and researchers because of the myriad consequences of failing to read proficiently. The aim of this study was to provide a brief overview of how twin studies can offer insight on the cause of many human behaviors and disorders including dyslexia, discuss common misconceptions regarding findings from behavioral genetic studies, briefly review the evidence on the relationship between genes, environment, and dyslexia, and finally present...
Show moreDyslexia is a prominent focus of practitioners, educators, and researchers because of the myriad consequences of failing to read proficiently. The aim of this study was to provide a brief overview of how twin studies can offer insight on the cause of many human behaviors and disorders including dyslexia, discuss common misconceptions regarding findings from behavioral genetic studies, briefly review the evidence on the relationship between genes, environment, and dyslexia, and finally present some findings from a large-scale twin study on reading and dyslexia. Participants were twins from a large ethnically and socioeconomically diverse twin sample in an ongoing longitudinal study of reading and dyslexia. Heritabilities of reading ability and dyslexia were calculated for 1,024 first grade twins on a standardized reading measure. Children were identified as dyslexic if they scored at the 15th percentile or below on a reading measure. Relatively high heritabilities were observed for both reading ability and dyslexia indicating substantial genetic influences. Further, results indicated some overlap of genetic factors influencing reading ability and dyslexia. Behavioral genetic studies offer a means of understanding the cause of dyslexia. This study extended research to a more diverse sample than extant studies and found lower heritability estimates of reading ability and dyslexia, but a similar pattern of results indicating possible genetic overlap. Twin studies provide perspective for discoveries of specific genes involved in dyslexia by quantifying the amount of variance waiting to be accounted for by genes while simultaneously providing an impetus to continue working on efforts for environmental intervention.
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Date Issued: 2010-09-01
Identifier: FSU_pmch_20814252, 10.1097/DBP.0b013e3181ee4b70, PMC2952936, 20814252, 20814252, 00004703-201009000-00002
Format: Citation

Title: Writing Quality in Chinese Children: Speed and Fluency Matter..
Creator: Yan, Cathy Ming Wai, McBride-Chang, Catherine, Wagner, Richard K, Zhang, Juan, Wong, Anita M Y, Shu, Hua
Abstract/Description: There were two goals of the present study. The first was to create a scoring scheme by which 9-year-old Chinese children's writing compositions could be rated to form a total score for writing quality. The second was to examine cognitive correlates of writing quality at age 9 from measures administered at ages 6-9. Age 9 writing compositions were scored using a 7-element rubric; following confirmatory factor analyses, 5 of these elements were retained to represent overall writing quality for...
Show moreThere were two goals of the present study. The first was to create a scoring scheme by which 9-year-old Chinese children's writing compositions could be rated to form a total score for writing quality. The second was to examine cognitive correlates of writing quality at age 9 from measures administered at ages 6-9. Age 9 writing compositions were scored using a 7-element rubric; following confirmatory factor analyses, 5 of these elements were retained to represent overall writing quality for subsequent analyses. Measures of vocabulary knowledge, Chinese word dictation, phonological awareness, speed of processing, speeded naming, and handwriting fluency at ages 6-9 were all significantly associated with the obtained overall writing quality measure even when the statistical effect of age was removed. With vocabulary knowledge, dictation skill, age, gender, and phonological awareness included in a regression equation, 35% of the variance in age 9 writing quality was explained. With the variables of speed of processing, speeded naming, and handwriting fluency additionally included as a block, 12% additional variance in the equation was explained. In addition to gender, overall unique correlates of writing quality were dictation, speed of processing, and handwriting fluency, underscoring the importance of both general automaticity and specific writing fluency for writing quality development in children.
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Date Issued: 2012-08-01
Identifier: FSU_pmch_25750486, 10.1007/s11145-011-9330-y, PMC4350372, 25750486, 25750486
Format: Citation

Title: Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities.
Creator: Schatschneider, Christopher, Wagner, Richard K, Hart, Sara A, Tighe, Elizabeth L
Abstract/Description: 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.
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Date Issued: 2016-01-01
Identifier: FSU_pmch_26834450, 10.1080/10888438.2015.1107072, PMC4732731, 26834450, 26834450
Format: Citation

Title: Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study..
Creator: Quinn, Jamie M, Wagner, Richard K, Petscher, Yaacov, Lopez, Danielle
Abstract/Description: The present study followed a sample of first-grade (N = 316, Mage = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge, and reading...
Show moreThe present study followed a sample of first-grade (N = 316, Mage = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge, and reading comprehension was determined by two parts: constant yearly change and change proportional to the previous level of the variable. Bivariate models indicated previous levels of vocabulary knowledge acted as leading indicators of reading comprehension growth, but the reverse relation was not found. Implications for theories of developmental relations between vocabulary and reading comprehension are discussed.
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Date Issued: 2015-01-01
Identifier: FSU_pmch_25201552, 10.1111/cdev.12292, PMC4331220, 25201552, 25201552
Format: Citation

Title: Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers.
Creator: Kim, Young-Suk, Wagner, Richard K., Foster, Elizabeth
Abstract/Description: In the present study, we examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models with latent variables using data from 316 first-grade students, (a) silent and oral reading fluency were found to be related yet distinct forms of reading fluency, (b) silent reading fluency predicted reading comprehension better for skilled readers than for average readers, (c) list reading fluency predicted reading comprehension better...
Show moreIn the present study, we examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models with latent variables using data from 316 first-grade students, (a) silent and oral reading fluency were found to be related yet distinct forms of reading fluency, (b) silent reading fluency predicted reading comprehension better for skilled readers than for average readers, (c) list reading fluency predicted reading comprehension better for average readers than for skilled readers, and (d) listening comprehension predicted reading comprehension better for skilled readers than for average readers.
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Date Issued: 2011-02-15
Identifier: FSU_libsubv1_scholarship_submission_1460579166, 10.1080/10888438.2010.493964
Format: Citation

Title: A Multiple Mediator Model for the Association Between Religiosity and Suicidal Behavior.
Creator: Podlogar, Matthew C., Joiner, Thomas, Patrick, Christopher J., Wagner, Richard K., Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Religiosity has repeatedly been shown to be associated with reduced suicidal behavior. Proposed explanations for this effect have alluded to constructs related to the interpersonal theory of suicide (i.e., Perceived Burdensomeness, Thwarted Belongingness, and Acquired Capability), as well as to two other predictors of suicidal behavior (i.e., Meaning in Life and Hopelessness). This study examined in 424 participants, whether the above-mentioned constructs mediated the negative relationship...
Show moreReligiosity has repeatedly been shown to be associated with reduced suicidal behavior. Proposed explanations for this effect have alluded to constructs related to the interpersonal theory of suicide (i.e., Perceived Burdensomeness, Thwarted Belongingness, and Acquired Capability), as well as to two other predictors of suicidal behavior (i.e., Meaning in Life and Hopelessness). This study examined in 424 participants, whether the above-mentioned constructs mediated the negative relationship between religiosity and suicidal behavior in single-mediator path analysis models as well as in a competitive multiple mediator model. Results indicated that Thwarted Belongingness, Acquired Capability, Presence of Meaning in Life, and Hopelessness in combination with religiosity, age, gender, and race predicted 24.9% of the variance in suicidal behavior. The combined indirect effect of the proposed mediating constructs accounted for more than 50% of the total association between religiosity and suicidal behavior, reducing the direct association between religiosity and suicidal behavior to non-significance (i.e., full mediation). In follow-up single-mediator tests, Meaning in Life was the only construct that fully mediated the association between all dimensions of religiosity and suicidal behavior. Hopelessness and Thwarted Belongingness were additional partial mediators. All of the above proposed mediators were predictive of suicidal behavior; however, only Hopelessness and Meaning in Life were associated with all dimensions of religiosity. Thwarted Belongingness was associated with intrinsic religiosity only. For this population, individual constructs (i.e., Meaning in Life and Hopelessness) accounted for the protective association between religiosity and suicidal behavior. Interpersonal constructs (i.e., Thwarted Belongingness and Acquired Capability) were generally not related to religiosity; however Thwarted Belongingness was a contributing partial mediator of intrinsic religiosity.
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Date Issued: 2015
Identifier: FSU_2015fall_Podlogar_fsu_0071N_12955
Format: Thesis

Title: Genome-Wide Polygenic Scores Predict Reading Performance Throughout the School Years.
Creator: Selzam, Saskia, Dale, Philip S, Wagner, Richard K, DeFries, John C, Cederlöf, Martin, O'Reilly, Paul F, Krapohl, Eva, Plomin, Robert
Abstract/Description: It is now possible to create individual-specific genetic scores, called genome-wide polygenic scores (GPS). We used a GPS for years of education () to predict reading performance assessed at UK National Curriculum Key Stages 1 (age 7), 2 (age 12) and 3 (age 14) and on reading tests administered at ages 7 and 12 in a UK sample of 5,825 unrelated individuals. GPS accounts for up to 5% of the variance in reading performance at age 14. GPS predictions remained significant after accounting for...
Show moreIt is now possible to create individual-specific genetic scores, called genome-wide polygenic scores (GPS). We used a GPS for years of education () to predict reading performance assessed at UK National Curriculum Key Stages 1 (age 7), 2 (age 12) and 3 (age 14) and on reading tests administered at ages 7 and 12 in a UK sample of 5,825 unrelated individuals. GPS accounts for up to 5% of the variance in reading performance at age 14. GPS predictions remained significant after accounting for general cognitive ability and family socioeconomic status. Reading performance of children in the lowest and highest 12.5% of the GPS distribution differed by a mean growth in reading ability of approximately two school years. It seems certain that polygenic scores will be used to predict strengths and weaknesses in education.
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Date Issued: 2017-07-04
Identifier: FSU_pmch_28706435, 10.1080/10888438.2017.1299152, PMC5490720, 28706435, 28706435, 1299152
Format: Citation

Title: The Status of Suicidality Prediction Research: A Meta-Analysis.
Creator: Musacchio Schafer, Katherine, Franklin, Joseph, Joiner, Thomas, Wagner, Richard K., Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Theories of suicidal thoughts and behaviors (STBs) have long guided treatment and prevention efforts. Meta-analytic investigation into general risk factors, psychopathology, and STB related clinical instruments indicated chance level prediction, and some researchers have suggested that a shift toward a machine learning approach would yield superior STB prediction. Thus, I conducted a meta-analysis of traditional theories and machine learning models to estimate and compare respective accuracy....
Show moreTheories of suicidal thoughts and behaviors (STBs) have long guided treatment and prevention efforts. Meta-analytic investigation into general risk factors, psychopathology, and STB related clinical instruments indicated chance level prediction, and some researchers have suggested that a shift toward a machine learning approach would yield superior STB prediction. Thus, I conducted a meta-analysis of traditional theories and machine learning models to estimate and compare respective accuracy. I searched PsycInfo, PubMed, and GoogleScholar for studies using at least one theoretically relevant construct or machine learning model associated with suicide ideation, attempt, or death. This yielded 224 traditional (from 142 papers) and 14 machine learning (from 10 papers) effect sizes. Prediction from constructs related to traditional theories was consistent with previous meta-analytic work indicating weak, inaccurate prediction. No particular theory was particularly accurate in prediction of STB outcomes. Machine learning models demonstrated substantially more accurate association with STB outcomes, although these data are few in numbers. This work demonstrated that STB theories have largely not been directly tested in the extant literature and that moderators of machine learning models are largely unclear. Future studies are needed to directly test STB theories in order to stringently test these ideas. More machine learning studies are needed to investigate characteristics of extremely accurate models.
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Date Issued: 2019
Identifier: 2019_Summer_MusacchioSchafer_fsu_0071N_15193
Format: Thesis

Title: Testing the Generalist Gene Theory on a Diverse Twin Sample.
Creator: Hensler, Brooke Soden, Schatschneider, Chris, Taylor, Jeanette, Wagner, Richard K., Department of Psychology, Florida State University
Abstract/Description: Historically, identification of learning disabilities (LD) has been considered specific to a particular academic domain (e.g., reading disability & math disability), however, behavioral genetic research has shown substantial genetic overlap both within and between LDs as well as between LD and normal variation in ability. Given such findings, behavioral genetic researchers (Plomin & Kovas, 2005) put forth the generalist gene theory which suggests that the genetic origins of LDs are more...
Show moreHistorically, identification of learning disabilities (LD) has been considered specific to a particular academic domain (e.g., reading disability & math disability), however, behavioral genetic research has shown substantial genetic overlap both within and between LDs as well as between LD and normal variation in ability. Given such findings, behavioral genetic researchers (Plomin & Kovas, 2005) put forth the generalist gene theory which suggests that the genetic origins of LDs are more general than specific. The current study tested the generalizability of this theory on an ethnically and socioeconomically diverse twin sample using reading achievement data. Results were mixed with some findings supporting the theory while others were contradictory. Heritability of reading ability was stable across grades 1-3, but heritability of reading disability dropped each progressive year. Genetic overlap among reading skills ranged from almost no overlap to nearly all genetic overlap. Current results emphasize the need for replication studies before conclusions are drawn.
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Date Issued: 2010
Identifier: FSU_migr_etd-4594
Format: Thesis

Title: Exploring the Impact of Text Structures on Reading Comprehension.
Creator: Kershaw, Sarah, Schatschneider, Christopher, Foorman, Barbara, Wagner, Richard K., Maner, Jon, Wanzek, Jeanne, Department of Psychology, Florida State University
Abstract/Description: Comprehension is a foundational skill that is essential to learning. One often overlooked aspect of teaching and assessing comprehension is the role of the properties of the text itself. The current study investigated various indices of text features that have been found to impact the comprehensibility of texts in controlled, experimental studies. Factor analytic techniques were used to investigate the covariation among these indices on a set of 745 texts obtained from academic settings. The...
Show moreComprehension is a foundational skill that is essential to learning. One often overlooked aspect of teaching and assessing comprehension is the role of the properties of the text itself. The current study investigated various indices of text features that have been found to impact the comprehensibility of texts in controlled, experimental studies. Factor analytic techniques were used to investigate the covariation among these indices on a set of 745 texts obtained from academic settings. The results of the text analysis were then applied to a sample of over 1 million students from grades 3 through 10, where both text features and overall reading comprehension ability were ascertained to investigate the relationship between factors of text cohesion and reading comprehension. Results revealed three factors of text cohesion; surface code, textbase, and situation model that consisted of measures of syntactic simplicity, word frequency, referential cohesion, semantic relatedness, and causal cohesion. Results from a two-level hierarchical model showed that factors of cohesion accounted for a significant amount of variance in comprehension above that accounted for by traditional readability measures.
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Date Issued: 2012
Identifier: FSU_migr_etd-5378
Format: Thesis

Title: Development of Writing: Key Components of Written Language.
Creator: Kantor, Patricia Thatcher, Wagner, Richard K., Foorman, Barbara, Schatschneider, Christopher, Maner, Jon, Kim, Young-Suk, Department of Psychology, Florida State University
Abstract/Description: This study utilized confirmatory factor analyses and latent change score analyses to model individual and developmental differences in a longitudinal study of children's writing. Participants were 158 children who completed a writing sample each year from 1st through 4th grade. At all four time points, a four-factor model of writing provided the best fit to the data. The factors were macro-organization (presence of topic sentence, number of key elements, and order of ideas), productivity ...
Show moreThis study utilized confirmatory factor analyses and latent change score analyses to model individual and developmental differences in a longitudinal study of children's writing. Participants were 158 children who completed a writing sample each year from 1st through 4th grade. At all four time points, a four-factor model of writing provided the best fit to the data. The factors were macro-organization (presence of topic sentence, number of key elements, and order of ideas), productivity (number of words and number of unique words), complexity (average number or words per sentence and number of connectives), and vocabulary (average number of syllables and average number of characters per word, and percentage of multisyllabic words). The latent change score analyses demonstrated significant relations among the intercepts of macro-organization, productivity, and complexity factors, indicating that children with higher initial levels of one skill were also likely to have higher initial levels of the other. Productivity was also identified as a leading indicator of complexity, such that higher levels of productivity predicted subsequent increases in complexity over time.
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Date Issued: 2012
Identifier: FSU_migr_etd-5376
Format: Thesis

Title: Modeling the Development of Prereaders' Phonological Processsing Skills: A Latent Variable Longitudinal Study.
Creator: Kantor, Patricia Thatcher, Wagner, Richard K., Lonigan, Christopher J., Maner, Jon, Department of Psychology, Florida State University
Abstract/Description: The goal of the current study was to explore the developmental relations of phonological processing skills (phonological awareness, phonological memory, and phonological access to lexical storage) by utilizing a longitudinal sample that covers the important period of emergent literacy. 260 preschool children participated in a three year study of literacy skills that included yearly assessment of phonological awareness, phonological memory, and lexical access tasks. Confirmatory factor...
Show moreThe goal of the current study was to explore the developmental relations of phonological processing skills (phonological awareness, phonological memory, and phonological access to lexical storage) by utilizing a longitudinal sample that covers the important period of emergent literacy. 260 preschool children participated in a three year study of literacy skills that included yearly assessment of phonological awareness, phonological memory, and lexical access tasks. Confirmatory factor analyses was utilized to examine the structural relation of the three phonological processes at three longitudinal time points and latent growth analyses was utilized to investigate growth in the phonological processing skills and how the patterns of growth relate to one another over time. The results of the confirmatory factor analyses indicated that phonological processing skills can best be described as separate by correlated abilities, with phonological awareness and phonological memory being particularly highly correlated during the preschool years. Results for the latent growth analyses indicated that children's initial amounts of knowledge in each of the constructs were found to be significantly positively related to one another. For example, children who have high initial levels of phonological awareness also have high initial levels of phonological memory. Initial levels of phonological awareness were negatively related to rate of growth in phonological awareness and phonological memory. A negative relation was also found between initial levels of phonological memory and initial levels of lexical access with growth in phonological awareness. Additionally, there was a significant positive relation between growth in phonological awareness and growth in phonological memory. Furthermore, relations between lexical access and the other skills were weaker, with only the intercept-intercept relations and the covariance between initial level of lexical access and growth in phonological awareness being significant.
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Date Issued: 2010
Identifier: FSU_migr_etd-3339
Format: Thesis

Title: An Analogue Test of Amato's "Good Enough Marriage" Hypothesis.
Creator: Braithwaite, Scott R., Joiner, Thomas E., Fincham, Frank D., Wagner, Richard K., Department of Psychology, Florida State University
Abstract/Description: Research has firmly established that children of divorce tend to divorce at a higher rate than the general population. The mechanism driving the intergenerational transmission of divorce, however, has not been firmly established. The two most promising theories to be advanced by previous research are the "good enough marriage" hypothesis and the modeling of relationship skills hypothesis. The present study employs structural equations modeling to examine the viability of these hypotheses and...
Show moreResearch has firmly established that children of divorce tend to divorce at a higher rate than the general population. The mechanism driving the intergenerational transmission of divorce, however, has not been firmly established. The two most promising theories to be advanced by previous research are the "good enough marriage" hypothesis and the modeling of relationship skills hypothesis. The present study employs structural equations modeling to examine the viability of these hypotheses and represents the first direct examination of the attitudinal portions of the "good enough marriage" hypothesis. In a sample of 225 young adults, evidence for an association was observed between perceptions of the parental marriage prior to divorce and both interpersonal tactics and prodivorce attitudes; however, the present study failed to document a reliable association between perceptions of the parental marriage prior to divorce and attitudes about commitment as predicted by the "good enough marriage" hypothesis.
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Date Issued: 2007
Identifier: FSU_migr_etd-3406
Format: Thesis

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