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Wagner, Richard K. (44)
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Hits 41 – 60 of 83
41
Mind in context : interactionist perspectives on human intelligence
Sternberg, Robert J.
;
Wagner, Richard K.
. - Cambridge : Cambridge University Press, 1994
MPI für Psycholinguistik
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42
The psychology of reading : an introduction
Crowder, Robert G.
;
Wagner, Richard K.
. - New York [etc.] : Oxford University Press, 1992
MPI für Psycholinguistik
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43
Developmental and individual differences in performance on phonological synthesis tasks
Torgesen, Joseph K.
;
Wagner, Richard K.
;
Balthazar, Mike
...
In:
Journal of experimental child psychology. - Amsterdam : Elsevier
47 (1989) 3, 491-505
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44
Causal relations between the development of phonological processing abilities and the acquisition of reading skills : a meta-analysis
Wagner, Richard K.
In:
Merrill-Palmer quarterly. - Detroit, Mich. : Wayne State Univ. Press
34 (1988) 3, 261-279
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45
The nature of phonological processing and its causal role in the acquisition of reading skills
Wagner, Richard K.
;
Torgesen, Joseph K.
In:
Psychological bulletin. - Washington, DC : American Psychological Association
101 (1987) 2, 192-212
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46
Practical intelligence : nature and origins of competence in the everyday world
Sternberg, Robert J.
;
Wagner, Richard K.
. - Cambridge : Univ. Pr., 1986
MPI für Psycholinguistik
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47
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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48
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)
;
Maner, Jon (committee member)
;
Department of Psychology (degree granting department)
;
Schatschneider, Chris (committee member)
. - : Florida State University
Abstract:
Purpose– The relations between reading and writing have been studied extensively but the exact nature of their interrelation is not known. This study applied new advances in change score modeling to investigate longitudinal developmental relations between reading and writing skills at the word, sentence and text levels. Dynamic models were used to compare unidirectional pathways (reading-to-writing and writing-to-reading) and bidirectional pathways in a test of nested models.Method– Participants included 316 boys and girls who were assessed annually in grades 1 through 3. Measures of reading included pseudo word decoding, sentence reading efficiency measures and passage comprehension. Measures of writing included spelling, a sentence combining task and computational indices of linguistic features of a writing prompt.Results– The changes in reading and writing were characterized by improvements between years. The reading-to-writing model fit the data well, where changes in reading and writing were a function of a) status, b) growth or c) both in reading or writing. At the word level, high status in grade 1 decoding predicted an improvement on spelling between grades 2-3, and the improvement in decoding between grades 1-2 predicted an improvement in spelling between grades 2-3. At the sentence level, high status in reading predicted an improvement in writing across the years. At the text level, high status in grade 2 reading predicted an improvement in writing between grades 2-3.Discussion– findings suggest that a reading-to-writing model better describes the data than does a bidirectional model, and this relation holds across levels of language. Secondly, changes in writing are predicted by high achievement status in reading at all levels of language, and this effect was significant at both stages of development at the word and sentence levels, and at the later stage of development at the text level (between grades 2 and 3). Thirdly, change in spelling was predicted by change decoding between grades 1 -2. Thus, our results show that Mathew effects are characteristic of reading-writing development in that acquisition of writing skills is facilitated for good readers. ; A Thesis submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Master of Science. ; Fall Semester, 2011. ; August 8, 2011. ; latent change score, levels of language, literacy, longitudinal, reading, writing ; Includes bibliographical references. ; Richard K. Wagner, Professor Directing Thesis; Chris Schatschneider, Committee Member; Jon Maner, Committee Member.
Keyword:
Neurosciences
;
Psychology
URL:
http://purl.flvc.org/fsu/fd/FSU_migr_etd-4683
http://diginole.lib.fsu.edu/islandora/object/fsu%3A254365/datastream/TN/view/Developmental%20Relations%20Between%20Reading%20and%20Writing%20at%20the%20Word,%20Sentence%20and%20Text%20Levels.jpg
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49
Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012).
Wagner, Richard K (authoraut)
;
Herrera, Sarah K (authoraut)
;
Spencer, Mercedes (authoraut)
.
BASE
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50
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)
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51
Uniqueness and Overlap: Characteristics and Longitudinal Correlates of Native Chinese Children's Writing in English as a Foreign Language.
Zhang, Juan (authoraut)
;
McBride-Chang, Catherine (authoraut)
;
Wagner, Richard K (authoraut)
.
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52
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)
. - : Florida State University
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53
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Brown Waesche, Jessica S (authoraut)
;
Schatschneider, Christopher (authoraut)
;
Maner, Jon K (authoraut)
.
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54
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
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55
Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance.
Guan, Connie Qun (authoraut)
;
Ye, Feifei (authoraut)
;
Wagner, Richard K (authoraut)
.
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56
Dynamic assessment and its implications for RTI models.
Wagner, Richard K (authoraut)
;
Compton, Donald L (authoraut)
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57
Modeling the development of written language.
Wagner, Richard K (authoraut)
;
Puranik, Cynthia S (authoraut)
;
Foorman, Barbara (authoraut)
.
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58
Rapid serial naming and reading ability: the role of lexical access.
Logan, Jessica A R (authoraut)
;
Schatschneider, Christopher (authoraut)
;
Wagner, Richard K (authoraut)
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59
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
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60
Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2.
Lopez, Danielle (authoraut)
;
Kim, Young-Suk (authoraut)
;
Wagner, Richard K (authoraut)
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