The Simple Views of Reading and Writing: Frameworks for Interpretation of the Woodcock–Johnson IV

2021 ◽  
pp. 073428292110233
Author(s):  
Jason R. Parkin
Keyword(s):  
Oral Language ◽  
Structural Equation ◽  
Task Demands ◽  
Written Expression ◽  
Equation Modeling ◽  
School Age ◽  
Specific Task ◽  
Reading And Writing ◽  
Technical Manual ◽  
Woodcock Johnson

The simple views of reading (SVRs) and writing (SVWs) reflect useful frameworks for the psychoeducational evaluation of literacy difficulties. They describe reading comprehension and written expression as the outcome of oral language, decoding, and transcription skills. Prior research has demonstrated that these components explain the vast majority of variance in comprehension and written expression. However, subtests’ specific task demands can influence the relationships among these components within the models. As a result, practitioners should know the degree to which various test batteries operationalize these frameworks. Using correlations from school-age participants provided in the technical manual, these analyses investigated the SVR and SVW within the Woodcock–Johnson IV battery through structural equation modeling. Results suggest that the battery’s measures conform to many of the expectations stemming from the SVR/SVW. However, its comprehension and written expression measures appear less language-influenced and more affected by decoding/spelling. Implications for psychoeducational practice are discussed.

The Simple Views of Reading and Writing in the Kaufman Test of Educational Achievement, 3rd Edition

2021 ◽  
pp. 073428292199948
Author(s):  
Jason R. Parkin
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Educational Achievement ◽  
Task Demands ◽  
Written Expression ◽  
Specific Task ◽  
Written Composition ◽  
Reading And Writing ◽  
Useful Knowledge ◽  
Explained Variance

The simple views of reading (SVR) and writing (SVW) provide useful foundations for the interpretation of psychoeducational achievement batteries. Research has established that oral language, decoding, and transcription explain significant variance in reading comprehension and written composition, respectively. However, the specific task demands of subtests influence the relationships among these constructs. As a result, the degree to which the KTEA-3’s tasks conform to findings associated with the SVR and SVW are not known. These analyses evaluated the degree to which the KTEA-3 oral language and decoding or transcription tests explained variance in reading comprehension, and written expression. Results inform practitioners as to the relative contributions of each component and useful knowledge when determining which battery to use in psychoeducational evaluation.

Adolescent religiousness and its influence on substance use: preliminary findings from the Mid-Atlantic School Age Twin Study

Twin Research ◽  
1999 ◽  
Vol 2 (2) ◽  
pp. 156-168 ◽  
Author(s):  
Brian M D'Onofrio ◽  
Lenn Murrelle ◽  
Lindon J Eaves ◽  
Michael E McCullough ◽  
Jessica L Landis ◽  
...  
Keyword(s):  
Substance Use ◽  
Drug Use ◽  
Problem Behavior ◽  
Twin Study ◽  
Structural Equation ◽  
Population Based ◽  
Spiritual Practices ◽  
Equation Modeling ◽  
School Age ◽  
Attitudes And Practices

AbstractResearch has consistently shown that religiousness is associated with lower levels of alcohol and drug use, but little is known about the nature of adolescent religiousness or the mechanisms through which it influences problem behavior in this age group. This paper presents preliminary results from the Mid-Atlantic School Age Twin Study, a prospective, population-based study of 6–18-year-old twins and their mothers. Factor analysis of a scale developed to characterize adolescent religiousness, the Religious Attitudes and Practices Inventory (RAPI), revealed three factors: theism, religious/spiritual practices, and peer religiousness. Twin correlations and univariate behavior-genetic models for these factors and a measure of belief that drug use is sinful reveal in 357 twin pairs that common environmental factors significantly influence these traits, but a minor influence of genetic factors could not be discounted. Correlations between the multiple factors of adolescent religiousness and substance use, comorbid problem behavior, mood disorders, and selected risk factors for substance involvement are also presented. Structural equation modeling illustrates that specific religious beliefs about the sinfulness of drugs and level of peer religiousness mediate the relationship between theistic beliefs and religious/spiritual practices on substance use. Limitations and future analyses are discussed.

scholarly journals Lifetime overweight and adult asthma: 1978/1979 Ribeirão Preto Birth Cohort, São Paulo, Brazil

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Luana Lopes Padilha ◽  
Cecilia Claudia Costa Ribeiro ◽  
Joelma Ximenes Prado Teixeira Nascimento ◽  
Vanda Maria Ferreira Simões ◽  
Fernanda Pino Vitti ◽  
...  
Keyword(s):  
Birth Cohort ◽  
Structural Equation ◽  
Adult Life ◽  
Sao Paulo ◽  
Equation Modeling ◽  
School Age ◽  
São Paulo ◽  
Adult Age ◽  
Temporal Aspects ◽  
Using Data

Studies focusing on obesity and asthma frequently consider the weight at a given time; thus, modeling pathways through lifetime overweight may contribute to elucidate temporal aspects in this relationship. This study modeled the pathways in the association of lifetime overweight with asthma in adult life, using data from the 1978/1979 Birth Cohort, Ribeirão Preto, São Paulo, Brazil (n = 2,063) at birth (baseline), school age (9/11 years) and adult age (23/25 years). A theoretical model was proposed to explore the effects of lifetime overweight on asthma in adult life analyzed by structural equation modeling. Parental obesity (SC - standardized coefficenttotal = 0.211, p < 0.001; SCdirect = 0.115, p = 0.007) and overweight at school age (SCtotal = 0.565, p < 0.0001; SCdirect = 0.565, p < 0.0001) were associated with overweight in adult life. Parental obesity (SCdirect = 0.105, p = 0.047) and nutritional status at birth (SCtotal = -0.124, p = 0.009; SCdirect = -0.131, p = 0.007) were associated with asthma in adult life. A higher “current adult socieconomic situation” was inversely associated to overweight (SCdirect = -0.171, p = 0.020) and to asthma in adult life (SCtotal = -0.179, p = 0.041; SCdirect = -0.182, p = 0.039). Parental obesity showed a transgenerational effect in weight, triggering to childhood and adulthood overweight. Parallel to underweight at birth, parental obesity was also a risk to asthma in adult life. While, the socioeconomic status in adult life protected from both, overweight and asthma.

scholarly journals Associations Between Language Difficulties, Peer Victimization, and Bully Perpetration From 3 Through 8 Years of Age: Results From a Population-Based Study

2021 ◽  
pp. 1-17
Author(s):  
Elise Øksendal ◽  
Ragnhild Eek Brandlistuen ◽  
Dieter Wolke ◽  
Siri Saugestad Helland ◽  
Arne Holte ◽  
...  
Keyword(s):  
Peer Victimization ◽  
Latent Variables ◽  
Structural Equation ◽  
Language Skills ◽  
Population Based ◽  
Equation Modeling ◽  
School Age ◽  
Typically Developing ◽  
Language Difficulties ◽  
Study Participants

Background and Purpose Schoolchildren with language difficulties experience more peer victimization compared to their typically developing (TD) peers. Whether these children also bully their peers (bully perpetration) more than TD children is unclear. Furthermore, little is known about peer victimization and bully perpetration among preschool children with language difficulties and how it may be related to different paths of language difficulties. This study aimed to investigate associations between language difficulties, peer victimization, and bully perpetration from preschool to school age as well as the risk of peer victimization and bully perpetration for children with different developmental paths of language difficulties and mild language difficulties compared to TD children. Method The sample was drawn from the Norwegian Mother, Father and Child Cohort Study. Participants with completed questionnaires at 3, 5, and 8 years of age ( n = 22,628) were included. Paths between latent variables of language skills at 3, 5, and 8 years of age, peer victimization at 5 and 8 years of age, and bully perpetration at 8 years of age were examined with structural equation modeling. Logistic regression was used to investigate peer victimization and bully perpetration for predefined paths of language difficulties. Results Poor language skills at 3 and 5 years of age were associated with peer victimization at 5 years of age. Poor language skills at 5 and 8 years of age were associated with peer victimization and bully perpetration at 8 years of age. The association between poor language skills at 5 years of age and bully perpetration at 8 years of age was stronger for girls. Persistent paths of language difficulties at 3, 5, and 8 years of age showed the highest risk of peer victimization and bully perpetration. Conclusions Language difficulties are associated with peer victimization and bully perpetration. The risk of peer victimization and bully perpetration differs according to different developmental paths of language difficulties from preschool to school age.

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 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.

Sign in / Sign up

Export Citation Format

Share Document