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Letter Features as Predictors of Letter-Name Acquisition in Four Languages with Three Scripts
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In: Sci Stud Read (2020)
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Is Retell a Valid Measure of Reading Comprehension?
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In: Educ Res Rev (2020)
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Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.
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In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018)
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Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6
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Abstract:
We investigated developmental trajectories of and the relation between reading and writing (word reading, reading comprehension, spelling, and written composition), using longitudinal data from students in Grades 3 to 6 in the US. Results revealed that word reading and spelling were best described as having linear growth trajectories whereas reading comprehension and written composition showed nonlinear growth trajectories with a quadratic function during the examined developmental period. Word reading and spelling were consistently strongly related (.73 ≤ rs ≤ .80) whereas reading comprehension and written composition were weakly related (.21 ≤ rs ≤ .37). Initial status and linear slope were negatively and moderately related for word reading (−.44) whereas they were strongly and positively related for spelling (.73). Initial status of word reading predicted initial status and growth rate of spelling; and growth rate of word reading predicted growth rate of spelling. In contrast, spelling did not predict word reading. When it comes to reading comprehension and writing, initial status of reading comprehension predicted initial status (.69), but not linear growth rate, of written comprehension. These results indicate that reading-writing relations are stronger at the lexical level than at the discourse level and may be a unidirectional one from reading to writing at least between Grades 3 and 6. Results are discussed in light of the interactive dynamic literacy model of reading-writing relations, and component skills of reading and writing development.
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Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/30174374
https://doi.org/10.1007/s11145-018-9855-4
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6112820/
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| 12 |
The Effects of Genetic and Environmental Factors on Writing Development
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Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW)
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| 14 |
The Impact of Transcription Writing Interventions for First-Grade Students
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Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW).
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The Impact of Transcription Writing Interventions for First-Grade Students.
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Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension.
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The Effects of Genetic and Environmental Factors on Writing Development.
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