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.

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.

Hutton as an Author

2018 ◽  
Author(s):  
Susan E. Whyman
Keyword(s):  
Personal Experience ◽  
Literary Culture ◽  
Life Writing ◽  
Reading And Writing ◽  
Useful Knowledge ◽  
Industrial Town

Reading and writing were cornerstones of the lives of self-educated rough diamonds like Hutton. He is a perfect example of the dreaded rising author, who wrote for money, without education or status. His writings reveal new modes of authorship and the literary culture of an industrial town. Chapter 6 appraises his work by examining 70 periodical reviews of Hutton’s 15 books. Based on personal experience, they mixed history, travelogues, and life writing. Though they suited the nation’s thirst for entertainment and useful knowledge, Hutton has not been recognized as a new kind of writer, who produced unlearned books for a commercial age. His blunt style and breach of polite norms horrified the literary establishment. But his accessible prose satisfied new audiences and led to alternative yardsticks of literary taste. Hutton thus had an impact on two contrasting groups of readers, and helped put the English Midlands on the national literary map.

scholarly journals Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?

2021 ◽  
Vol 11 (7) ◽  
pp. 828
Author(s):  
Maja Roch ◽  
Kate Cain ◽  
Christopher Jarrold
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Reading Comprehension ◽  
Language Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Autism Spectrum ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
Reading Accuracy

Reading for meaning is one of the most important activities in school and everyday life. The simple view of reading (SVR) has been used as a framework for studies of reading comprehension in individuals with Down syndrome (DS). These tend to show difficulties in reading comprehension despite better developed reading accuracy. Reading comprehension difficulties are influenced by poor oral language. These difficulties are common in individuals with DS and autism spectrum disorder (ASD), but they have never been compared directly. Moreover, the components of reading for comprehension have rarely been investigated in these populations: a better understanding of the nature of reading comprehension difficulties may inform both theory and practice. The aim of this study was to determine whether reading comprehension in the two populations is accounted for by the same component skills and to what extent the reading profile of the two atypical groups differs from that of typically developing children (TD). Fifteen individuals with DS (mean age = 22 years 4 months, SD = 5 years 2 months), 21 with ASD (mean age = 13 years 2 months, SD = 1 year 6 months), and 42 TD children (mean age = 8 years 1 month, SD = 7 months) participated and were assessed on measures of receptive vocabulary, text reading and listening comprehension, oral language comprehension, and reading accuracy. The results showed similar levels in word reading accuracy and in receptive vocabulary in all three groups. By contrast, individuals with DS and ASD showed poorer non-word reading and reading accuracy in context than TD children. Both atypical groups showed poorer listening and reading text comprehension compared to TD children. Reading for comprehension, investigated through a homograph reading accuracy task, showed a different pattern for individuals with DS with respect to the other two groups: they were less sensitive to meaning while reading. According to the SVR, the current results confirm that the two atypical groups have similar profiles that overlap with that of poor comprehenders in which poor oral language comprehension constrains reading for comprehension.

scholarly journals How Specific Are Learning Disabilities?

2021 ◽  
pp. 002221942098298
Author(s):  
Robin L. Peterson ◽  
Lauren M. McGrath ◽  
Erik G. Willcutt ◽  
Janice M. Keenan ◽  
Richard K. Olson ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Full Range ◽  
Written Expression ◽  
Strongly Correlated ◽  
Math Problem Solving ◽  
Confirmatory Factor ◽  
Bifactor Models ◽  
And Mathematics ◽  
Specific Learning

Despite historical emphasis on “specific” learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifactor models to identify variance shared across academic domains (academic g), as well as variance unique to reading, mathematics, and writing. Participants included 686 children aged 8 to 16. Although the sample was overselected for learning disabilities, we intentionally included children across the full range of individual differences in this study in response to growing recognition that a dimensional, quantitative view of SLD is more accurate than a categorical view. Confirmatory factor analysis identified five academic domains (basic reading, reading comprehension, basic math, math problem-solving, and written expression); spelling clustered with basic reading and not writing. In the bifactor model, all measures loaded significantly on academic g. Basic reading and mathematics maintained variance distinct from academic g, consistent with the notion of SLDs in these domains. Writing did not maintain specific variance apart from academic g, and evidence for reading comprehension-specific variance was mixed. Academic g was strongly correlated with cognitive g ( r = .72) but not identical to it. Implications for SLD diagnosis are discussed.

scholarly journals Evidence for complementary effects of code- and knowledge-focused reading instruction

2021 ◽  
pp. 026565902110142
Author(s):  
Meghan Vollebregt ◽  
Jana Leggett ◽  
Sherry Raffalovitch ◽  
Colin King ◽  
Deanna Friesen ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Reading Instruction ◽  
Listening Comprehension ◽  
Nonsense Word ◽  
Dialogic Reading ◽  
Written Expression ◽  
Word Decoding ◽  
School Year ◽  
One Year

There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures one year later with the exception of an improvement in written expression. The Dialogic Reading group was associated with a specific improvement in vocabulary in schools from lower socioeconomic contexts. Higher scores were observed for RfA than Dialogic Reading groups at the end of the first year on nonsense word decoding, phonological awareness and written expression, with the differences in the latter two remaining significant one year later. The results provide evidence of the need for interventions to support both word recognition and linguistic comprehension to better reading comprehension.

Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis

2020 ◽  
pp. 002221942098324
Author(s):  
Ana Taboada Barber ◽  
Susan Lutz Klauda ◽  
Weimeng Wang ◽  
Kelly B. Cartwright ◽  
Laurie E. Cutting
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Identification ◽  
Reading Engagement ◽  
Typically Developing ◽  
Inference Making ◽  
Poor Reading ◽  
Emergent Bilingual ◽  
Specific Reading ◽  
Insight Into

This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English Monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS.

The contribution of narrative morphosyntactic quality to reading comprehension in French immersion students

2014 ◽  
Vol 36 (6) ◽  
pp. 1375-1391 ◽  
Author(s):  
KATHLEEN HIPFNER-BOUCHER ◽  
KATIE LAM ◽  
XI CHEN
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Maternal Education ◽  
Word Reading ◽  
French Immersion ◽  
Oral Narrative ◽  
L2 Reading ◽  
Canadian French ◽  
Narrative Generation ◽  
Oral Language Skills

ABSTRACTThis study investigated the relationship between L2 oral narrative morphosyntactic quality and L2 reading comprehension in a sample of 81 students enrolled in a Canadian French immersion program in Grade 1. Measures of French narrative generation and reading comprehension were administered concurrently. The proportion of utterances in the narratives that were judged to be grammatically acceptable was found to explain unique variance in reading comprehension, controlling for nonverbal intelligence, maternal education, phonological awareness, vocabulary and word reading. The results suggest that even in the earliest stages of L2 literacy acquisition, L2 oral language skills contribute to reading comprehension outcomes. The results of our study suggest that there may be value in providing L2 children with classroom-based story-related experiences that expose them to literate language.

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