Orthographic processing and children’s word reading

2018 ◽  
Vol 40 (2) ◽  
pp. 509-534 ◽  
Author(s):  
S. HÉLÈNE DEACON ◽  
ADRIAN PASQUARELLA ◽  
EVA MARINUS ◽  
TALISA TIMS ◽  
ANNE CASTLES
Keyword(s):  
Structural Equation ◽  
Word Reading ◽  
Reading Development ◽  
Orthographic Knowledge ◽  
Orthographic Processing ◽  
Equation Modeling ◽  
Phonological Decoding ◽  
Third Grade Students ◽  
Theories Of Reading ◽  
Orthographic Learning

ABSTRACTTheories of reading development generally agree that, in addition to phonological decoding, some kind of orthographic processing skill underlies the ability to learn to read words. However, there is a lack of clarity as to which aspect(s) of orthographic processing are key in reading development. We test here whether this is orthographic knowledge and/or orthographic learning. Whereas orthographic knowledge has been argued to reflect a child’s existing store of orthographic representations, orthographic learning is concerned with the ability to form these representations. In a longitudinal study of second- and third-grade students, we evaluate the relations between these two aspects of orthographic processing and word-reading outcomes. The results of our analyses show that variance captured by orthographic knowledge overlaps with that of word reading, to the point that they form a single latent word-reading factor. In contrast, orthographic learning is distinctive from this factor. Further, structural equation modeling demonstrates that early orthographic learning was related to gains in word reading skills. We discuss the implications of these findings for theories of word-reading development.

The Influence of Intrinsic Motivation and Self-concept on Academic Achievement in Second- and Third-Grade Students

1998 ◽  
Vol 21 (2) ◽  
pp. 179-205 ◽  
Author(s):  
Marc D. Goldberg ◽  
Dewey G. Cornell
Keyword(s):  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Internal Validity ◽  
Perceived Competence ◽  
Third Grade ◽  
Equation Modeling ◽  
National Study ◽  
School Year ◽  
Third Grade Students

This study examined the influence of intrinsic motivation and perceived competence on subsequent academic achievement among second- and third-grade students participating in a national study of students in gifted programs. Measures of intrinsic motivation, perceived competence, and academic achievement were administered near the beginning and end of one school year. Factor analyses supported the internal validity of the intrinsic motivation and perceived competence measures in subgroups of second- and third-grade students and in students in gifted versus regular education programs. Structural equation modeling indicated that intrinsic motivation influenced perceived competence and that perceived competence influenced subsequent academic achievement.

scholarly journals High Potential of Computer-Based Reading Assessment

2020 ◽  
Vol 46 (1) ◽  
Author(s):  
Pauline Auphan ◽  
Jean Ecalle ◽  
Annie Magnan
Keyword(s):  
Reading Ability ◽  
Structural Equation ◽  
Word Reading ◽  
Response Times ◽  
Reading Assessment ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Correlation Matrices ◽  
Developmental Issues ◽  
Computer Based

The aim of this study is to propose advantages provided by computerized tools when assessing reading ability. A new computer-based reading assessment evaluating both word reading and reading comprehension processes was administered to 687 children in primary (N=400) and secondary (N=287) schools. Accuracy (weighted scores) and speed of access (response times) automatically recorded by the software were analyzed based on developmental issues (Anovas), correlation matrices, structural equation modeling and clinical interpretation. Results underlined the validity and reliability of the tool. The Discussion addresses the limitations of the present computer-based assessment and presents perspectives for taking fuller advantage of computerized technologies.

Predictive Validity of Curriculum-Embedded Measures on Outcomes of Kindergarteners Identified as At Risk for Reading Difficulty

2016 ◽  
Vol 50 (6) ◽  
pp. 712-723 ◽  
Author(s):  
Eric L. Oslund ◽  
Shanna Hagan-Burke ◽  
Deborah C. Simmons ◽  
Nathan H. Clemens ◽  
Leslie E. Simmons ◽  
...  
Keyword(s):  
At Risk ◽  
Predictive Validity ◽  
Structural Equation ◽  
Word Reading ◽  
Kindergarten Students ◽  
Formative Assessments ◽  
Reading Difficulty ◽  
Equation Modeling ◽  
School Year ◽  
Embedded Measures

This study examined the predictive validity of formative assessments embedded in a Tier 2 intervention curriculum for kindergarten students identified as at risk for reading difficulty. We examined when (i.e., months during the school year) measures could predict reading outcomes gathered at the end of kindergarten and whether the predictive validity of measures changed across the kindergarten year. Participants consisted of 137 kindergarten students whose reading development was assessed four times from October to February. Measures aligned with content taught in the curriculum and assessed a range of phonologic, alphabetic, and word-reading skills. Results from structural equation modeling indicate that 36.3% to 65.2% of the variance was explained on the latent decoding outcome and 62.0% to 86.8% on the latent phonological outcome across the four time points. Furthermore, the predictive validity of specific skills increased over the kindergarten year, with more complicated tasks (e.g., word segmentation) becoming more predictive at subsequent measurement occasions. Results suggest that curriculum-embedded measures may be viable tools for assessing and predicting reading performance.

scholarly journals The Role of Prekindergarten Spanish in Predicting First-Grade English Word Reading Among Dual-Language Learners

2019 ◽  
Vol 62 (6) ◽  
pp. 1755-1774
Author(s):  
Language and Reading Research Conso ◽  
Carol Mesa ◽  
Gloria Yeomans-Maldonado
Keyword(s):  
Language Proficiency ◽  
Oral Language ◽  
Structural Equation ◽  
Word Reading ◽  
First Grade ◽  
English Word ◽  
Literacy Skills ◽  
Equation Modeling ◽  
Language And Literacy

Purpose The purpose of the current study was to examine the role that the 1st language, Spanish, at prekindergarten (pre-K) plays in predicting 2nd language (L2), English, word reading in 1st grade. In addition, it examines the role of conceptual vocabulary in predicting word reading in English. Method As part of a longitudinal study of predictors and models of reading comprehension from pre-K to 3rd grade, 248 children attending preschool programs completed Spanish and English measures in the spring of each academic year. In this article, we report the results of English and Spanish measures of oral language and literacy skills that were administered in pre-K and 4 measures of English word reading that were administered in 1st grade. Results Results from structural equation modeling indicated that Spanish oral language made significant direct and indirect contributions to English oral language and word reading. Further, results supported previous evidence indicating that L2 letter knowledge and L2 oral language proficiency are the strongest predictors of L2 word reading in 1st grade. Discussion Similar to findings with monolingual English-speaking children, results support findings that, in the early stages of reading development, oral language in both 1st language and L2 make a significant and independent contribution to word reading. This study has important implications for the support of oral language skills in Latino preschool children.

scholarly journals Metalinguistic awareness in bilingual children's word reading: A cross-lagged panel study on cross-linguistic transfer facilitation

2016 ◽  
Vol 38 (2) ◽  
pp. 395-426 ◽  
Author(s):  
DONGBO ZHANG ◽  
CHERN-FAR CHIN ◽  
LI LI
Keyword(s):  
Structural Equation ◽  
Word Reading ◽  
Panel Study ◽  
Morphological Awareness ◽  
Equation Modeling ◽  
Metalinguistic Awareness ◽  
Word Decoding ◽  
Facilitation Effect ◽  
Grade 3 ◽  
Linguistic Transfer

ABSTRACTThis longitudinal study examined metalinguistic awareness in bilingual word reading development among Malay–English bilingual children in Singapore. Participants were assessed with the same tasks twice with a 1-year interval from Grade 3 to Grade 4 in phonological and morphological awareness and derived word decoding in both English and Malay. Structural equation modeling analyses revealed that both types of metalinguistic awareness significantly predicted derived word reading in both languages. Subsequent cross-lagged panel modeling found construct-level transfer facilitation effect from Malay on English for phonological awareness but conversely from English on Malay for morphological awareness. Neither type of metalinguistic awareness exerted a transfer facilitation effect on word reading. These findings shed light on the developmental mechanism of cross-linguistic transfer in biliteracy acquisition.

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.

Auditory, Visual, and Cross-Modal Temporal Processing Skills Among Chinese Children With Developmental Dyslexia

2019 ◽  
Vol 52 (6) ◽  
pp. 431-441
Author(s):  
Sisi Liu ◽  
Li-Chih Wang ◽  
Duo Liu
Keyword(s):  
Temporal Processing ◽  
Character Recognition ◽  
Structural Equation ◽  
Temporal Order Judgment ◽  
Orthographic Knowledge ◽  
Chinese Children ◽  
Rapid Automatized Naming ◽  
Equation Modeling ◽  
Typically Developing ◽  
Typically Developing Children

The present study examined whether temporal processing (TP) is associated with reading of a non-alphabetic script, that is, Chinese. A total of 126 primary school–aged Chinese children from Taiwan (63 children with dyslexia) completed cross-modal, visual, and auditory temporal order judgment tasks and measures of Chinese reading and literacy-related skills. The results showed that typically developing children and children with dyslexia differed in all TP skills. Structural equation modeling indicated that cross-modal TP contributed independently to character recognition in the entire sample if the significant effects of phonological awareness, orthographic knowledge, and rapid automatized naming were considered. The multi-sample analysis showed that TP did not predict reading in the typical group after controlling for literacy-related skills, but visual and cross-modal TP skills independently contributed to reading in the group with dyslexia in addition to literacy-related skills. Finally, the path analysis indicated that in the typical group, separate TP skills affected reading through literacy-related skills, but visual and cross-modal TP skills had direct effects on character reading in the group with dyslexia. These findings suggest that TP is more important for reading in children with dyslexia than in typically developing children, and the roles of TP in dyslexia require further examination.

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.

A Psychometric Study of the Quality Perception Questionnaire

2012 ◽  
Vol 71 (2) ◽  
pp. 101-106 ◽  
Author(s):  
Raffaele Cioffi† ◽  
Anna Coluccia ◽  
Fabio Ferretti ◽  
Francesca Lorini ◽  
Aristide Saggino ◽  
...  
Keyword(s):  
Structural Equation ◽  
Factor Model ◽  
Equation Modeling ◽  
Fit Indices ◽  
Quality Perception ◽  
Italian Survey ◽  
Confirmatory Factor ◽  
Instrument Measuring ◽  
Hospital Structures

The present paper reexamines the psychometric properties of the Quality Perception Questionnaire (QPQ), an Italian survey instrument measuring patients’ perceptions of the quality of a recent hospital admission experience, in a sample of 4400 patients (Mage = 56.42 years; SD = 19.71 years, 48.8% females). The 14-item survey measures four factors: satisfaction with medical doctors, nursing staff, auxiliary staff, and hospital structures. First, we tested two models using a confirmatory factor analysis (structural equation modeling): a four orthogonal factor and a four oblique factor model. The SEM fit indices and the χ² difference suggested the acceptance of the second model. We then did a simulation using a bootstrap with 1000 replications. Results confirmed the four oblique factor solution. Third, we tested whether there were significant differences with respect to age or sex. The multivariate general linear model showed no significant differences in the factors with respect to sex or age.

Suicide Risk Among College Student

Crisis ◽  
2015 ◽  
Vol 36 (6) ◽  
pp. 416-423 ◽  
Author(s):  
Richard Shadick ◽  
Faedra Backus Dagirmanjian ◽  
Baptiste Barbot
Keyword(s):  
Sexual Minority ◽  
Students Of Color ◽  
Structural Equation ◽  
Suicide Risk ◽  
Equation Modeling ◽  
First Year ◽  
Chi Square ◽  
First Year College ◽  
Marginalized Groups ◽  
First Year College Students

Abstract. Background: Research on young adults in the general population has identified a relationship between sexual minority identification and risk for suicide. Differential rates of suicidal ideation and attempts have also been found across racial and ethnic groups. Aims: This study examined risk for suicide among university students, based on membership in one or more marginalized groups (sexual minority and racial minority identification). Method: Data were collected from first-year college students (N = 4,345) at an urban university. Structural equation modeling was employed to model a suicidality construct, based on which a "risk for suicide" category system was derived. Chi-square and logistic regression analyses were then conducted to estimate the relationship between the background variables of interest and suicide risk. Results: Students who identified as lesbian, gay, or bisexual (LGB) were associated with higher suicide risk than their heterosexual peers. Students of color were slightly less at risk than their heterosexual peers. However, LGB students of color were associated with elevated suicide risk relative to heterosexual peers. Conclusion: Results indicate that belonging to multiple marginalized groups may increase one's risk for suicide, though these effects are not simply additive. Findings highlight the complexity of the intersection between marginalized identities and suicidality.

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