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Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
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Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012).
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Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
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Uniqueness and Overlap: Characteristics and Longitudinal Correlates of Native Chinese Children's Writing in English as a Foreign Language.
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Abstract:
Longitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors at ages between five and nine years, tasks of speed or fluency were consistently uniquely associated with Chinese writing composition; measures of English vocabulary knowledge, word reading, or both were consistently uniquely associated with English writing quality. Compared to the American children, Chinese children's writing reflected significantly higher proportions of errors in all grammatical categories but did not differ in punctuation or spelling. Findings underscore both similarities and differences in writing at different levels across languages. ; Language production errors, Language transfer, Longitudinal predictors, Second language writing, Writing quality ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4341962.
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URL: https://doi.org/10.1017/S1366728913000163 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330570/datastream/TN/view/Uniqueness%20and%20Overlap.jpg http://purl.flvc.org/fsu/fd/FSU_pmch_25729319
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Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
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Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance.
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Rapid serial naming and reading ability: the role of lexical access.
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Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2.
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Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
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Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill.
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Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction.
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Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches.
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Writing Quality in Chinese Children: Speed and Fluency Matter.
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