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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 19 of 19 1 Developmental Relations Between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis Florida State University (degree granting institution); Ahmed, Yusra (authoraut); Wagner, Richard K. (professor directing thesis). - : Florida State University BASE Show details 2 Predictors of Reading Comprehension: A Model-Based Meta-analytic Review Taylor, Jeanette E. (committee member); College of Arts and Sciences (degree granting college); Florida State University (degree granting institution); Quinn, Jamie Marie (authoraut); Schatschneider, Christopher (committee member); Kim, Young-Suk, 1970- (university representative); Hart, Sara (committee member); Wagner, Richard K. (professor directing dissertation); Department of Psychology (degree granting department). - : Florida State University Abstract: The present study investigated the meta-relations among common components of reading comprehension. The Simple View of Reading (SVR, Hoover & Gough, 1990) posits that reading comprehension is the sum or product of linguistic comprehension and decoding. The meta- analysis presented here investigated extending the SVR using a two-stage correlational meta- analytic structural equation modeling (SEM) approach with added additional components of working memory, background knowledge, and reasoning and inference. A comprehensive literature search using terms related to reading comprehension and the hypothesized predictors produced a total of k = 155 included studies. Results of an expanded SVR model run on the full sample (n = 1,205,581) showed that none of the hypothesized added predictors accounted for additional variance beyond that accounted for by the SVR components of decoding and linguistic comprehension. Age was then considered as a moderator in these analyses. The correlation matrices were dichotomized into a younger (age < 11 years) and older cohort (age >= 11 years). The SVR model fit the data well for both the younger cohort and the older cohort. Whereby both decoding and linguistic comprehension were important in earlier grades, once decoding was fluent, only linguistic comprehension was a significant predictor of reading comprehension for later grades. Neither working memory, background knowledge, nor reasoning and inference made significant contributions to reading comprehension in the older cohort. For the younger cohort, reasoning and inference was a statistically significant predictor of individual differences in reading comprehension but the additional variance accounted for was trivial. The models accounted for approximately 60% of the variance in reading comprehension. Results are presented in the context of the development of reading ability in the early elementary years and implications for policy and practice are discussed. ; A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Summer Semester 2016. ; June 2, 2016. ; meta-analysis, reading comprehension, reading development ; Includes bibliographical references. ; Richard K. Wagner, Professor Directing Dissertation; Young-Suk Grace Kim, University Representative; Christopher Schatschneider, Committee Member; Sara A. Hart, Committee Member; Jeanette Taylor, Committee Member. Keyword: Developmental psychology; Education; Statistics URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A366108/datastream/TN/view/Predictors%20of%20Reading%20Comprehension.jpg http://purl.flvc.org/fsu/fd/FSU_2016SU_Quinn_fsu_0071E_13315 BASE Hide details 3 Spanish Translation and Validation of the Interpersonal Needs Questionnaire Silva, Caroline (authoraut); Joiner, Thomas E. (professor directing thesis); Cougle, Jesse R. (committee member). - : Florida State University BASE Show details 4 Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third- and Seventh-Grade Children Tannenbaum, Kendra R. (authoraut); Torgesen, Joseph K. (professor directing dissertation); Al Otaiba, Stephanie Dent (outside committee member). - : Florida State University BASE Show details 5 Joint Modeling of the Component Skills of Reading and Writing: A Meta-Analytic SEM Approach Ahmed, Yusra (authoraut); Wagner, Richard K. (professor directing dissertation); Suk-Kim, Young (university representative). - : Florida State University BASE Show details 6 Do Individual Differences in Lexical Representations or Speech Output Account for Relations Between Nonword Repetition or Vocabulary? Wagner, Richard K. (professor directing thesis); Torgesen, Joseph (committee member); Florida State University (degree granting institution). - : Florida State University BASE Show details 7 Assessing the Importance of Metalinguistic Skills to the Word Reading and Reading Comprehension Abilities of Adult Basic Education Students Tighe, Elizabeth L. (authoraut); Schatschneider, Christopher (professor directing dissertation); Kim, Young-Suk, 1970- (university representative). - : Florida State University BASE Show details 8 Developing Emergent Literacy Skills: The Impact of Alphabet Instruction Piasta, Shayne B. (authoraut); Wagner, Richard K. (professor directing dissertation); Connor, Carol McDonald (outside committee member). - : Florida State University BASE Show details 9 Development of Writing: Key Components of Written Language Kantor, Patricia Thatcher (authoraut); Wagner, Richard K. (professor directing dissertation); Foorman, Barbara (university representative). - : Florida State University BASE Show details 10 The Role of Parafoveal Information in Rapid Letter Naming Logan, Jessica A. R. (authoraut); Kelley, Colleen (committee member); Florida State University (degree granting institution). - : Florida State University BASE Show details 11 Modeling the Development of Prereaders' Phonological Processsing Skills: A Latent Variable Longitudinal Study Florida State University (degree granting institution); Wagner, Richard K. (professor directing thesis); Maner, Jon (committee member). - : Florida State University BASE Show details 12 Language Minority Children’s Sensitivity to the Semantic Relations Between Words Goodrich, John Marc (authoraut); Lonigan, Christopher J. (professor directing dissertation); Wood, Carla (university representative). - : Florida State University BASE Show details 13 Assessment of Preschool Vocabulary: Expressive and Receptive Knowledge of Word Meanings Vinco, Megan H. (authoraut); Lonigan, Christopher J. (professor directing thesis); Kistner, Janet A. (committee member). - : Florida State University BASE Show details 14 The Nature of Morphological Knowledge Muse, Andrea E. (authoraut); Wagner, Richard K. (professor directing dissertation); Wetherby, Amy (outside committee member). - : Florida State University BASE Show details 15 Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third-Grade Children Tannenbaum, Kendra R. (authoraut); Torgesen, Joseph K. (professor directing thesis); Lonigan, Christopher J. (committee member). - : Florida State University BASE Show details 16 A Latent Variable Modeling Approach to the Simple View of Reading Kershaw, Sarah (authoraut); Schatschneider, Christopher (professor directing thesis); Maner, Jon (committee member). - : Florida State University BASE Show details 17 Exploring the Impact of Text Structures on Reading Comprehension Kershaw, Sarah, 1983- (authoraut); Schatschneider, Christopher (professor directing dissertation); Foorman, Barbara (university representative). - : Florida State University BASE Show details 18 What Do Children Know, When They Know a Word? Phythian-Sence, Caroline (authoraut); Wagner, Richard K. (professor directing thesis); Schatschneider, Christopher (committee member). - : Florida State University BASE Show details 19 Comparing Generic and Passage-Specific Assessments of Vocabulary and Fluency as Predictors of Reading Comprehension in Narrative and Expository Passages Priya, Kanu (authoraut); Wagner, Richard K. (professor directing thesis); Kelly, Colleen (committee member). - : Florida State University BASE Show details

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