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    • Foorman, Barbara R (authoraut) (3)
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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 Hits 1 – 4 of 4 1 The Relative Impact Of Aligning Tier 2 Intervention Materials With Classroom Core Reading Materials In Grades K-2 Foorman, Barbara R. (authoraut); Herrera, Sarah (authoraut); Dombek, Jennifer (authoraut) BASE Show details 2 The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2. Foorman, Barbara R (authoraut); Herrera, Sarah (authoraut); Petscher, Yaacov (authoraut). BASE Show details 3 The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners. Reed, Deborah K (authoraut); Petscher, Yaacov (authoraut); Foorman, Barbara R (authoraut) BASE Show details 4 Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades. Foorman, Barbara R (authoraut); Koon, Sharon (authoraut); Petscher, Yaacov (authoraut); Mitchell, Alison (authoraut); Truckenmiller, Adrea (authoraut) Abstract: The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population-adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to represent these constructs with minimal error and to examine whether residual variance unaccounted for by oral language can be captured by specific factors of syntax and vocabulary. A 1-, 3-, 4-, and bifactor model were tested with 1,792 students in 18 schools in 2 large urban districts in the Southeast. Students were individually administered measures of expressive and receptive vocabulary, syntax, and decoding fluency in mid-year. At the end of the year students took the state reading test as well as a group-administered, norm-referenced test of reading comprehension. The bifactor model fit the data best in all 7 grades and explained 72% to 99% of the variance in reading comprehension. The specific factors of syntax and vocabulary explained significant unique variance in reading comprehension in 1 grade each. The decoding fluency factor was significantly correlated with the reading comprehension and oral language factors in all grades, but, in the presence of the oral language factor, was not significantly associated with the reading comprehension factor. Results support a bifactor model of lexical knowledge rather than the 3-factor model of the Simple View of Reading, with the vast amount of variance in reading comprehension explained by a general oral language factor. ; Adolescent literacy, Decoding, Oral language, Reading comprehension ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4557887. URL: https://doi.org/10.1037/edu0000026 http://purl.flvc.org/fsu/fd/FSU_pmch_26346839 http://diginole.lib.fsu.edu/islandora/object/fsu%3A600764/datastream/TN/view/Examining%20General%20and%20Specific%20Factors%20in%20the%20Dimensionality%20of%20Oral%20Language%20and%20Reading%20in%204th-10th%20Grades.jpg BASE Hide details

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