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Simple Search
Hits 1 – 17 of 17
1
Examining the reading-related competencies of struggling adult readers: nuances across reading comprehension assessments and performance levels [<Journal>]
Talwar, Amani
[Verfasser];
Greenberg, Daphne
[Verfasser];
Tighe, Elizabeth L.
[Verfasser].
DNB Subject Category Language
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2
Correction to: Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers [<Journal>]
Tighe, Elizabeth L.
[Verfasser];
Little, Callie W.
[Verfasser];
Arrastia‑Chisholm, Meagan Caridad
[Verfasser].
DNB Subject Category Language
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3
Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers [<Journal>]
Tighe, Elizabeth L.
[Verfasser];
Little, Callie W.
[Sonstige];
Arrastia-Chisholm, Meagan Caridad
[Sonstige].
DNB Subject Category Language
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4
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge
Spencer, Mercedes
;
Muse, Andrea
;
Wagner, Richard K.
. - 2015
BASE
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5
An investigation of morphological awareness and processing in adults with low literacy
TIGHE, ELIZABETH L.
;
BINDER, KATHERINE S.
. - : Cambridge University Press, 2015
BASE
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6
Investigating morphological awareness and the processing of transparent and opaque words in adults with low literacy skills and in skilled readers
To, Nancy L.
;
Tighe, Elizabeth L.
;
Binder, Katherine S.
. - 2014
BASE
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7
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
Spencer, Mercedes (authoraut)
;
Muse, Andrea (authoraut)
;
Wagner, Richard K (authoraut)
.
BASE
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8
Investigating Predictors of Listening Comprehension in Third-, Seventh-, and Tenth-Grade Students: A Dominance Analysis Approach.
Tighe, Elizabeth L (authoraut)
;
Spencer, Mercedes (authoraut)
;
Schatschneider, Christopher (authoraut)
BASE
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9
Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
Tighe, Elizabeth L (authoraut)
;
Wagner, Richard K (authoraut)
;
Schatschneider, Christopher (authoraut)
Abstract:
This study demonstrates the utility of applying a causal indicator modeling framework to investigate important predictors of reading comprehension in third, seventh, and tenth grade students. The results indicated that a 4-factor multiple indicator multiple indicator cause (MIMIC) model of reading comprehension provided adequate fit at each grade level. This model included latent predictor constructs of decoding, verbal reasoning, nonverbal reasoning, and working memory and accounted for a large portion of the reading comprehension variance (73% to 87%) across grade levels. Verbal reasoning contributed the most unique variance to reading comprehension at all grade levels. In addition, we fit a multiple group 4-factor MIMIC model to investigate the relative stability (or variability) of the predictor contributions to reading comprehension across development (i.e., grade levels). The results revealed that the contributions of verbal reasoning, nonverbal reasoning, and working memory to reading comprehension were stable across the three grade levels. Decoding was the only predictor that could not be constrained to be equal across grade levels. The contribution of decoding skills to reading comprehension was higher in third grade and then remained relatively stable between seventh and tenth grade. These findings illustrate the feasibility of using MIMIC models to explain individual differences in reading comprehension across the development of reading skills. ; Causal indicator modeling, Decoding, Nonverbal reasoning, Reading comprehension, Verbal reasoning, Working memory ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4371741.
URL:
https://doi.org/10.1007/s11145-014-9532-1
http://diginole.lib.fsu.edu/islandora/object/fsu%3A330574/datastream/TN/view/Applying%20a%20Multiple%20Group%20Causal%20Indicator%20Modeling%20Framework%20to%20the%20Reading%20Comprehension%20Skills%20of%20Third,%20Seventh,%20and%20Tenth%20Grade%20Students.jpg
http://purl.flvc.org/fsu/fd/FSU_pmch_25821346
BASE
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10
Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students.
Tighe, Elizabeth L (authoraut)
;
Schatschneider, Christopher (authoraut)
BASE
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11
Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students
Tighe, Elizabeth L. (authoraut)
;
Schatschneider, Christopher (authoraut)
BASE
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12
A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.
Tighe, Elizabeth L (authoraut)
;
Schatschneider, Christopher (authoraut)
BASE
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13
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
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14
Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis.
Schatschneider, Christopher (authoraut)
;
Tighe, Elizabeth L (authoraut)
BASE
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15
An investigation of morphological awareness and processing in adults with low literacy.
Tighe, Elizabeth L (authoraut)
;
Binder, Katherine S (authoraut)
BASE
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16
Investigating morphological awareness and the processing of transparent and opaque words in adults with low literacy skills and in skilled readers.
To, Nancy L (authoraut)
;
Tighe, Elizabeth L (authoraut)
;
Binder, Katherine S (authoraut)
BASE
Show details
17
An Investigation of the Dimensionality of Morphological and Vocabulary Knowledge in Adult Basic Education Students
Tighe, Elizabeth L. (authoraut)
;
Schatschneider, Christopher (professor directing thesis)
;
Connor, Carol (committee member)
. - : Florida State University
BASE
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