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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 Page: 1 2 3 Hits 1 – 20 of 50 1 How do latent decoding and language predict latent reading comprehension: across two years in grades 5, 7, and 9? [<Journal>] Foorman, Barbara R. [Verfasser]; Wu, Yi-Chieh [Verfasser]; Quinn, Jamie M. [Verfasser]. DNB Subject Category Language Show details 2 Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding Foorman, Barbara R.; Petscher, Yaacov In: J Vis Exp (2018) Abstract: The Simple View of Reading is a popular model of reading that claims that reading is the product of decoding and language, with each component uniquely predicting reading comprehension. Although researchers have argued whether the sum rather than the product of the components is the better predictor, no researchers have partitioned the variance explained to examine the extent to which the components share variance in predicting reading. To decompose the variance, we subtract the R(2) for the language-only model from the full model to obtain the unique R(2 )for decoding. Second, we subtract the R(2) for the decoding-only model from the full model to obtain the unique R(2) for language. Third, to obtain the common variance explained by language and decoding, we subtract the sum of the two unique R(2) from the R(2 )for the full model. The method is demonstrated in a regression approach with data from students in grades 1 (n = 372), 6 (n = 309), and 10 (n = 122) using an observed measure of language (receptive vocabulary), decoding (timed word reading), and reading comprehension (standardized test). Results reveal a relatively large amount of variance in reading comprehension explained in grade 1 by the common variance in decoding and language. By grade 10, however, it is the unique effect of language and the common effect of language and decoding that explained the majority of variance in reading comprehension. Results are discussed in the context of an expanded version of the Simple View of Reading that considers unique and shared effects of language and decoding in predicting reading comprehension. Keyword: Behavior URL: http://www.ncbi.nlm.nih.gov/pubmed/30371674 https://doi.org/10.3791/58557 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6235485/ BASE Hide details 3 Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge Spencer, Mercedes; Muse, Andrea; Wagner, Richard K.. - 2015 BASE Show details 4 The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2 Foorman, Barbara R.; Herrera, Sarah; Petscher, Yaacov. - 2015 BASE Show details 5 Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th–10th Grades Foorman, Barbara R.; Koon, Sharon; Petscher, Yaacov. - 2015 BASE Show details 6 Modeling the development of written language Foorman, Barbara R.; Wagner, Richard K.; Tschinkel, Erika... In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 2, 203-220 BLLDB OLC Linguistik Show details 7 Modeling the development of written language Wagner, Richard K.; Puranik, Cynthia S.; Foorman, Barbara. - 2011 BASE Show details 8 Reading First in Florida: five years of improvement Toste, Jessica R.; Foorman, Barbara R.; Lefsky, Evan B.... In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 42 (2010) 1, 71-93 BLLDB OLC Linguistik Show details 9 Contextual effects on predicting risk for reading difficulties in first and second grade Santi, Kristi L.; Foorman, Barbara R.; York, Mary... In: Reading and writing. - New York, NY : Springer Science+Business Media 21 (2008) 4, 371-394 BLLDB OLC Linguistik Show details 10 How quality of writing instruction impacts high-risk fourth graders' writing Moats, Louisa; Foorman, Barbara R.; Taylor, Patrick In: Reading and writing. - New York, NY : Springer Science+Business Media 19 (2006) 4, 363-391 BLLDB OLC Linguistik Show details 11 The influence of public policy on reading research and practice Foorman, Barbara R.; Nixon, Stephanie M. In: Dyslexia in the current context. - New York, NY [u.a.] : Lippincott Williams & Wilkins (2006), 157-171 BLLDB Show details 12 The role of discourse context in developing word form representations: a paradoxical relation between reading and learning Landi, Nicole; Perfetti, Charles; Bolger, Donald J.... In: Journal of experimental child psychology. - Orlando, Fla. : Acad. Press 94 (2006) 2, 114-133 BLLDB Show details 13 Auditory temporal processing in children with specific reading disability with and without attention deficit/hyperactivity disorder Fletcher, Jack M.; Foorman, Barbara R.; Klaas, Patricia... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 46 (2003) 1, 31-42 BLLDB OLC Linguistik Show details 14 The necessity of the alphabetic principle to phonemic awareness instruction Foorman, Barbara R.; Chen, Dung-Tsa; Carlson, Coleen... In: Reading and writing. - New York, NY : Springer Science+Business Media 16 (2003) 4, 289-324 OLC Linguistik Show details 15 Measuring teachers' content knowledge of language and reading Moats, Louisa Cook; Foorman, Barbara R. In: Annals of dyslexia. - Boston, Mass. : Springer 53 (2003), 23-45 BLLDB Show details 16 The necessity of the alphabetic principle to phonemic awareness instruction Foorman, Barbara R.; Chen, Dung-Tsa; Carlson, Coleen... In: Reading and writing. - Dordrecht [u.a.] : Springer Science + Business Media B.V 16 (2003) 4, 289-324 BLLDB Show details 17 How should reading be taught? Rayner, Keith; Foorman, Barbara R.; Perfetti, Charles... In: Scientific American. - New York, NY : Scientific American 286 (2002) 3, 70-77 BLLDB Show details 18 Perception of speech and nonspeech stimuli by children with and without reading disability and attention deficit hyperactivity disorder Breier, Joshua I.; Gray, Lincoln C.; Fletcher, Jack M.... In: Journal of experimental child psychology. - Amsterdam : Elsevier 82 (2002) 3, 226-250 BLLDB Show details 19 Brain Mechanisms for Reading Words and Pseudowords: an Integrated Approach Simos, Panagiotis G.; Breier, Joshua I.; Fletcher, Jack M.. - : Oxford University Press, 2002 BASE Show details 20 Measures of information processing in rapid automatized naming (RAN) and their relation to reading Neuhaus, Graham; Foorman, Barbara R.; Francis, David J.... In: Journal of experimental child psychology. - Amsterdam : Elsevier 78 (2001) 4, 359-373 BLLDB Show details Page: 1 2 3

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