Growth in Reading Comprehension and Verbal Ability From Grades 1 Through 9

2016 ◽  
Vol 36 (4) ◽  
pp. 307-321 ◽  
Author(s):  
John M. Holahan ◽  
Emilio Ferrer ◽  
Bennett A. Shaywitz ◽  
Donald A. Rock ◽  
Irwin S. Kirsch ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Oral Language ◽  
Word Reading ◽  
Word Identification ◽  
Growth Models ◽  
Verbal Ability ◽  
Intelligence Scale ◽  
Verbal Abilities ◽  
Word Attack ◽  
Early Grades

We systematically assessed the relationships between growth of four components of verbal ability—Information, Similarities, Vocabulary, and Comprehension subtests of the Wechsler Intelligence Scale–Revised—and longitudinal growth from Grades 1 to 9 of the Woodcock–Johnson Psycho-Educational Battery Passage Comprehension subtest while controlling for Word Identification and Word Attack, using multilevel growth models on a sample of 414 children. Growth was assessed over all grades (1-9), and separately for early grades (1-5) and later grades (5-9). Over all grades, growth in Word Identification had a substantial standardized loading to Passage Comprehension, and all four verbal abilities had smaller, but significant standardized loadings to Passage Comprehension ( p < .05), with Information and Vocabulary having slightly higher loadings than Similarities and Comprehension. For early grades, results were similar to the overall results, with the exception of Vocabulary, which had a nonsignificant loading to Passage Comprehension. For later grades, Word Identification again had the largest, but substantially smaller standardized loading on Passage Comprehension and standardized loadings of all four verbal abilities were statistically significant with Vocabulary and Wechsler Intelligence Scale for Children–Revised (WISC-R) Comprehension having appreciably higher loadings than in the previous analyses. Conversation- and interaction-based intervention and instruction in oral language in general, and vocabulary in particular throughout early childhood and continuing throughout the school years, combined with evidence-based instruction that systematically develops the skills of phonologic awareness, decoding, word reading, fluency, and comprehension in school, may provide a pathway to reducing the achievement gap in reading.

Predictor Importance in Future and Concurrent Predictions of Oral Reading Fluency

2020 ◽  
Author(s):  
Ashley Edwards
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Word Reading ◽  
Word Identification ◽  
Dynamic Assessment ◽  
Important Predictor ◽  
Word Attack ◽  
Predictor Importance ◽  
3Rd Grade

Background: Reading fluency is an important aspect of reading, yet little is known about what contributes to individual differences in reading fluency. The present study employs the use of dominance analysis to examine predictor importance in the prediction of 1st and 3rd grade oral reading fluency (ORF) from 1st grade reading related measures.Methods: Data from 312 children were collected in 1st grade on Sight Word Efficiency (SWE), Phonemic Decoding Efficiency (PDE), word identification (WID), word attack (WA), elision, sound matching, rapid letter naming (RLN), listening comprehension (LC), oral vocabulary, Dynamic Assessment CVCE score, Dynamic Assessment CVC score and ORF as well as ORF in 3rd grade. The relative importance of these measures in the prediction of concurrent and future ORF was examined using dominance analysis.Results: Results revealed SWE to be the most important predictor in the prediction of 1st grade ORF, achieving complete dominance over all other variables examined here. However, in the prediction of 3rd grade ORF, WID was the most important predictor, achieving some type of dominance over all other variables including conditional dominance over SWE. Conclusion: Word reading provided the most to the prediction of ORF with timed favored in the 1st grade model and untimed favored in the 3rd grade model. Implications for screening are discussed.

Reading Achievement in Children With Hearing Loss Who Use Listening and Spoken Language: Results and Implications From a 2-Year Study

2020 ◽  
Vol 5 (6) ◽  
pp. 1380-1387 ◽  
Author(s):  
Elaine R. Smolen ◽  
Maria C. Hartman ◽  
Ye Wang
Keyword(s):  
Hearing Loss ◽  
Reading Achievement ◽  
Reading Fluency ◽  
Reading Skills ◽  
Word Reading ◽  
Word Identification ◽  
Spoken Language ◽  
Sentence Reading ◽  
Children With Hearing Loss ◽  
The Average Range

Purpose This longitudinal study explored the reading achievement of children with hearing loss who used listening and spoken language and examined their progress across reading domains over 1 year. Method Sixty-four children with hearing loss enrolled in prekindergarten through third grade in a large listening and spoken language program in the Southwest United States participated. Eight subtests of the Woodcock-Johnson IV Tests of Achievement were administered, and demographic information was collected. The same subtests were administered to 53 of the participants 1 year later. Results The mean subtest standard scores for participants in this study were all within the average range. Participants demonstrated relative strengths in basic reading skills, such as spelling, word and nonword reading, and comprehension of short passages. Relative weaknesses were found in the areas of oral reading and word- and sentence-reading fluency. When the participants were again assessed 1 year later, significant growth was found in their letter–word identification, sentence-reading fluency, and word-reading fluency. Conclusions While children with hearing loss have historically struggled to achieve age-appropriate reading skills in elementary school, the participants in this study achieved mean scores within the average range. Returning participants made more than 1 year's progress in 1 year's time in several areas of reading while enrolled in a specialized program. Clinical and educational implications, including strategies to develop reading fluency, are addressed.

Skill Moderators of the Effects of a Reading Comprehension Intervention

2018 ◽  
Vol 85 (2) ◽  
pp. 197-211 ◽  
Author(s):  
Nathan H. Clemens ◽  
Eric Oslund ◽  
Oi-man Kwok ◽  
Melissa Fogarty ◽  
Deborah Simmons ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Word Reading ◽  
Word Identification ◽  
Controlled Trial ◽  
Vocabulary Knowledge ◽  
Moderation Effect ◽  
Experimental Intervention

This study utilized secondary analyses of a randomized controlled trial and investigated the extent to which prestest word identification efficiency, reading fluency, and vocabulary knowledge moderated the effects of an intervention on reading comprehension outcomes for struggling readers in sixth through eighth grades. Given that the experimental intervention included components that targeted word reading, reading fluency, and vocabulary, we hypothesized that students with lower pretest performance in those skill domains would benefit more from the intervention compared to students with relatively stronger pretest performance or students who received school-implemented (business-as-usual) intervention. Results indicated that pretest word identification efficiency and vocabulary did not moderate the effects of the intervention; however, moderation effects were observed for pretest oral reading fluency such that reading comprehension gains of students with lower pretest fluency were greater in the experimental intervention compared to students with higher pretest fluency or in the comparison condition. Reasons for the moderation effect are discussed. Findings underscore the use of moderation analyses when evaluating multicomponent interventions.

Coloured Lenses and Reading: A Review of Research into Reading Achievement, Reading Strategies and Causal Mechanisms

1994 ◽  
Vol 18 (1) ◽  
pp. 3-14 ◽  
Author(s):  
G.L. Robinson
Keyword(s):  
Reading Achievement ◽  
Eye Movement ◽  
Reading Fluency ◽  
Reading Strategies ◽  
Word Identification ◽  
Reading Problems ◽  
Causal Mechanisms ◽  
Word Attack ◽  
Coloured Filters ◽  
Text Context

The paper reviews investigations on the use of coloured filters in relation to possible causal mechanisms, effects on reading achievement and effects on eye movement. Studies of causes suggest a retinal - sensory after-imaging problem, possibly related to the magnocellular visual neurological pathway. Studies of reading achievement suggest this disability may be one causal factor in reading problems but improvement will be influenced by prior word attack skill and willingness to be involved in reading. Investigation of reading strategies suggest that the claimed reductions in print distortions could allow more reading fluency and enable attention to be directed to meaning rather than word identification, which in turn facilitates access to text context as a supplement to word recognition.

scholarly journals Reading Comprehension Predictors in European Portuguese Adults

2021 ◽  
Vol 12 ◽  
Author(s):  
Fábio Gonçalves ◽  
Alexandra Reis ◽  
Filomena Inácio ◽  
Inês Salomé Morais ◽  
Luís Faísca
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Language Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Morphological Awareness ◽  
Preliminary Evidence ◽  
Rapid Automatized Naming ◽  
School Aged Children ◽  
Mediation Hypothesis

Research on the predictors of reading comprehension has been largely focused on school-aged children and mainly in opaque orthographies, hindering the generalization of the results to adult populations and more transparent orthographies. In the present study, we aim to test two versions of the Simple View of Reading (SVR): the original model and an extended version, including reading fluency and vocabulary. Additional mediation models were analyzed to verify if other reading comprehension predictors (rapid automatized naming, phonological decoding, phonological awareness, morphological awareness, and working memory) have direct effects or if they are mediated through word reading and reading fluency. A sample of 67 typical adult Portuguese readers participated in this study. The SVR model accounted for 27% of the variance in reading comprehension, with oral language comprehension displaying a larger contribution than word reading. In the extended SVR model, reading fluency and vocabulary provided an additional and significant contribution of 7% to the explained variance. Moreover, vocabulary influenced reading comprehension directly and indirectly, via oral language comprehension. In the final mediation model, the total mediation hypothesis was rejected, and only morphological awareness showed a direct effect on reading comprehension. These results provide preliminary evidence that the SVR (with the possible addition of vocabulary) might be a reliable model to explain reading comprehension in adult typical readers in a semitransparent orthography. Furthermore, oral language comprehension and vocabulary were the best predictors in the study, suggesting that remediation programs addressing reading comprehension in adults should promote these abilities.

scholarly journals The Multivariate Genome-wide Architecture of Interrelated Literacy, Language and Working Memory Skills Reveals Distinct Etiologies

2020 ◽  
Author(s):  
Chin Yang Shapland ◽  
Ellen Verhoef ◽  
George Davey Smith ◽  
Simon E. Fisher ◽  
Brad Verhulst ◽  
...  
Keyword(s):  
Working Memory ◽  
Phonemic Awareness ◽  
Reading Fluency ◽  
Oral Language ◽  
Structural Equation ◽  
Word Reading ◽  
Equation Modeling ◽  
Genetic Trait ◽  
Genome Wide ◽  
Passage Reading

AbstractThere is genetic overlap between many measures of literacy, language and phonological working memory (PWM) though our knowledge of multivariate genetic architectures is incomplete. Here, we directly modeled genetic trait interrelationships in unrelated UK youth (8-13 years, N=6,453), as captured by genome-wide relationship matrices, using novel structural equation modeling techniques. We identified, besides shared genetic factors across different domains (explaining 91-97% genetic variance in literacy-related measures such as passage reading fluency, spelling, phonemic awareness, 44% in oral language and 53% in PWM), evidence for distinct cognitive abilities; trait-specific genetic influences ranged between 47% for PWM to 56% for oral language. Among reading fluency measures (non-word, word and passage reading), single-word reading was genetically most diverse. Multivariate genetic and residual covariance patterns showed concordant effect directionality, except for near-zero residual correlations between oral language and literacy-related abilities. These findings suggest differences in etiological mechanisms and trait modifiability even among genetically highly correlated skills.

Advancing Stage 2 Research on Measures for Monitoring Kindergarten Reading Progress

2017 ◽  
Vol 51 (1) ◽  
pp. 85-104 ◽  
Author(s):  
Nathan H. Clemens ◽  
Michelle M. Soohoo ◽  
Colby P. Wiley ◽  
Yu-Yu Hsiao ◽  
Ivonne Estrella ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Reading Skills ◽  
Word Reading ◽  
Growth Models ◽  
Change Score ◽  
Kindergarten Students ◽  
Word Fluency ◽  
Suggested Approach ◽  
Reading Progress ◽  
Letter Sound

Although several measures exist for frequently monitoring early reading progress, little research has specifically investigated their technical properties when administered on a frequent basis with kindergarten students. In this study, kindergarten students ( N = 137) of whom the majority was receiving supplemental intervention for reading skills were monitored using Letter Sound Fluency, Phoneme Segmentation Fluency, Word Reading Fluency, Nonsense Word Fluency, Highly Decodable Passages, and Spelling on a biweekly basis between February and May. Acceptable reliability was observed for all measures. Analyses of slope validity using latent growth models, latent change score models, and slope differences according to level of year-end achievement indicated that the relation of slope to overall reading skills varied across the measures. A suggested approach to kindergarten students’ reading progress is offered that includes Letter Sound Fluency and a measure of word-reading skills to provide a comprehensive picture of student growth toward important year-end reading outcomes.

The Effects of Rate on Single-Word Reading Assessment

2015 ◽  
Vol 24 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Matthew D. Carter ◽  
Marianna M. Walker ◽  
Kevin O'Brien
Keyword(s):  
Word Reading ◽  
Response Times ◽  
Word Identification ◽  
Stimulus Presentation ◽  
Single Word ◽  
Word Decoding ◽  
Experimental Conditions ◽  
Word Attack ◽  
Reading Abilities ◽  
Single Word Reading

Purpose The purpose of this study was to examine the effects of introducing rapid stimulus presentation durations while limiting response durations on the decoding profiles of college students with reading disorders. Method Eighteen college-aged individuals with typical reading abilities and 12 college-aged adults who exhibited reading difficulties participated. Participants completed a series of 4 experimental word-naming tasks. Two Word Attack subtests and 2 Word Identification subtests were administered while introducing more rapid stimulus presentation durations along with limited response times. Standard scores and response times were collected. Each individual's results were subjected to a subtyping procedure based on relative decoding strengths and weaknesses. Results More rapid conditions were associated with higher sight word decoding scores and lower phonological decoding scores. The results indicated that the subtyping patterns differed drastically depending on the presentation conditions. Conclusions The authors hypothesize that the experimental conditions potentially yield a more reliable assessment of the 2 independent methods of single-word reading. The ability to subtype or categorize readers on the basis of their relative strengths and weaknesses is highly dependent on the reliability of the measures used to assess those relative strengths and weaknesses.

A Process Approach to Remediating Word-Decoding Deficiencies in Chapter 1 Children

1997 ◽  
Vol 20 (2) ◽  
pp. 93-102 ◽  
Author(s):  
Jerry S. Carlson ◽  
J.P. Das
Keyword(s):  
Information Integration ◽  
Word Reading ◽  
Word Identification ◽  
Fourth Grade ◽  
Word Decoding ◽  
Significant Group ◽  
Reading Deficiencies ◽  
Word Attack ◽  
Comparison Groups

Difficulties in remediating reading deficiencies in Chapter 1 children have been well documented. Using samples of children from this population, we report the results of two studies employing a recently developed program designed to remediate word-decoding deficiencies. The Process-Based Reading Enhancement Program (PREP) is based on the Luria-Das model of information integration. It involves instruction twice weekly over 14 to 16 weeks. In Study 1, 50 children were randomly selected from a fourth-grade Chapter 1 population. From this group, random assignment was made to experimental and comparison groups ( N=25 in each group). The PREP was administered using a student-teacher ratio of 2 to 1. The Word Attack and Word Identification subtests of the Woodcock Reading Mastery Tests-Revised (WRMT-R) were used as pre- and posttests. For both measures, significant group-by-time interactions were detected. In Study 2, a different sample of 100 Chapter 1 fourth-grade children was randomly divided into remediation and comparison groups (after attrition, Ns=37 and 41, respectively). As in Study 1, all children were pretested and posttested on alternate forms of the Word Attack and Word Identification subtests of the WRMT-R. The time x treatment interactions were significant for both measures. The results of these studies support the efficacy of the PREP to improve word-reading and decoding abilities.

Understanding Unresponsiveness to Tier 2 Reading Intervention

2014 ◽  
Vol 37 (4) ◽  
pp. 192-203 ◽  
Author(s):  
Jessica R. Toste ◽  
Donald L. Compton ◽  
Douglas Fuchs ◽  
Lynn S. Fuchs ◽  
Jennifer K. Gilbert ◽  
...  
Keyword(s):  
Reading Intervention ◽  
Repeated Measures ◽  
Word Reading ◽  
Word Identification ◽  
First Grade ◽  
Tier 2 ◽  
Cognitive Profiles ◽  
Targeted Interventions ◽  
Word Attack ◽  
Small Group Reading

The purpose of the current study was to examine academic and cognitive profiles of first graders who responded adequately and inadequately to intensive small-group reading intervention (Tier 2), as well as assess how these profiles differ based on the criteria used for classification of unresponsiveness. Nonresponders were identified using two different methods: (a) reading composite with weighted standardized scores for untimed word identification and word attack, timed sight word reading and decoding, and reading comprehension at the end of first grade ( n = 23; 18.4%), and (b) local norms on first grade word identification fluency (WIF; n = 31; 24.8%). Repeated measures ANOVAs were used to assess the difference between responders and nonresponders on four separate profiles (i.e., academic and cognitive profiles, with groups identified using reading composite and WIF criteria for unresponsiveness). Significant level effects were found using the first-grade reading composite and the WIF criteria, indicating that the groups differ from one another across domains. Interestingly, there were only significant shape effects found when using the WIF criteria, suggesting relative strengths and weaknesses distinguish the groups. These findings suggest potentially important considerations related to identification and placement of students in appropriately intensive and targeted interventions.

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