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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 – 3 of 3 1 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); Kistner, Janet (committee member); Lonigan, Christopher J. (committee member); Wagner, Richard K. (committee member); Department of Psychology (degree granting department); Florida State University (degree granting institution). - : Florida State University Abstract: This study examined the relationships between reading comprehension and breadth, depth, and fluency of word knowledge in third- and seventh-grade students. The Expressive One-Word Picture Vocabulary Test-Third Edition (EOWPVT) and the Receptive One-Word Picture Vocabulary Test-Second Edition (ROWPVT) were used to measure breadth of word knowledge. The Multiple Contexts subtest of the Test of Word Knowledge (TOWK) and the Associations subtest of The WORD Test-2 were used to measure depth of word knowledge. The Retrieval Fluency subtest of the Woodcock Johnson III Tests of Cognitive Abilities and the Picture Naming: Nouns subtest of the Test of Word Finding-2 (TWF-2) and Test of Adolescent/Adult Word Finding (TAWF) were used to measure fluency of word knowledge. Confirmatory factor analyses showed that a one factor model of General Word Knowledge provided the best fit to the data in the third-grade sample. A two-factor model of Fluency and Breath/Depth emerged as the best fitting model in the seventh-grade sample, and Breadth/Depth had a stronger relationship to Reading Comprehension than did Fluency. Equivalence testing indicated that the two measures of reading comprehension were invariant across the two groups; however, the majority of the measures of word knowledge were not invariant. The results of the current study, in combination with the results of an earlier study conducted by Tannenbaum, Torgesen, & Wagner (2006), do not support a robust three-factor model of word knowledge. ; A Dissertation Submitted to the Department of Psychology in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. ; Summer Semester, 2008. ; June 26, 2008. ; Word Knowledge, Reading Comprehension, Reading, Vocabulary ; Includes bibliographical references. ; Joseph K. Torgesen, Professor Directing Dissertation; Stephanie Dent Al Otaiba, Outside Committee Member; Janet Kistner, Committee Member; Christopher J. Lonigan, Committee Member; Richard K. Wagner, Committee Member. Keyword: Psychology URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A176199/datastream/TN/view/Relationships%20Betweeen%20Measures%20of%20Word%20Knowledge%20and%20Reading%20Comprehension%20in%20Third-%20and%20Seventh-Grade%20Children.jpg http://purl.flvc.org/fsu/fd/FSU_migr_etd-1703 BASE Hide details 2 Monitoring Growth in Early Reading Skills: Validation of a Computer Adaptive Test DeGraff, Amanda J. (authoraut); Torgesen, Joseph K. (professor directing dissertation); Al Otaiba, Stephanie Dent (outside committee member). - : Florida State University BASE Show details 3 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

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