Conditional Longitudinal Relations of Elementary Literacy Skills to High School Reading Comprehension.
J Learn Disabil
; 52(4): 324-336, 2019.
Article
em En
| MEDLINE
| ID: mdl-31204614
ABSTRACT
The present study explores the longitudinal development between Grade 3 word level reading skills and higher level semantic skills to Grade 10 reading comprehension for 3,157 students. In particular, this work focused on how the developmental relations varied for subsamples of students who are English learners (EL; N = 308), students identified as specific learning disability (SLD; N = 133), and general education (Gen Ed; N = 2,716) students who have no formal classification or diagnoses. Multiple group structural equation modeling showed that the relation between Grade 3 vocabulary and Grade 10 reading comprehension did not vary across three student subgroups when accounting for Grade 3 fluency and that when controlling for students' vocabulary, the unique effect of oral reading fluency ranged from a standardized effect of γ = .22 to γ = .39 across the three subgroups. Quantile regression using estimated factor scores revealed heterogeneous relations of component skills to reading comprehension across each subgroup.
Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Psicolinguística
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Leitura
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Vocabulário
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Desenvolvimento Infantil
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Compreensão
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Desenvolvimento do Adolescente
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Alfabetização
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Deficiências da Aprendizagem
Tipo de estudo:
Observational_studies
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Prognostic_studies
Limite:
Adolescent
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Child
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Female
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Humans
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Male
Idioma:
En
Ano de publicação:
2019
Tipo de documento:
Article