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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 Page: 1 2 3 4 5 Hits 41 – 60 of 92 41 The relationship between home literacy practices and developmental trajectories of emergent literacy and conventional literacy skills for Korean children Kim, Young-Suk In: Reading and writing. - New York, NY : Springer Science+Business Media 22 (2008) 1, 57-84 OLC Linguistik Show details 42 The Varieties of Pathways to Dysfluent Reading Comparing Subtypes of Children With Dyslexia at Letter, Word, and Connected Text Levels of Reading Wolf, Maryanne; Morris, Robin; Lovett, Maureen... In: Psychology Faculty Publications (2008) BASE Show details 43 Phonological awareness and literacy skills in Korean: an examination of the unique role of body-coda units Kim, Young-Suk In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 28 (2007) 1, 69-94 BLLDB OLC Linguistik Show details 44 Vocabulary acquisition : implications for reading comprehension McKeown, Margaret G.; Penney, Trevor B.; Disney, Laurel. - New York : Guilford Press, 2007 BLLDB UB Frankfurt Linguistik Show details 45 Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language Kent, Shawn (authoraut); Wanzek, Jeanne (authoraut); Petscher, Yaacov (authoraut). BASE Show details 46 Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement Pilcher, Heather (authoraut); Kim, Young-Suk (professor directing dissertation); Wood, Carla (university representative). - : Florida State University BASE Show details 47 Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language. Kent, Shawn (authoraut); Wanzek, Jeanne (authoraut); Petscher, Yaacov (authoraut). BASE Show details 48 Expanding the Developmental Models of Writing: A Direct and Indirect Effects Model of Developmental Writing (DIEW) Kim, Young-Suk (authoraut); Schatschneider, Christopher (authoraut) BASE Show details 49 Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments. Kim, Young-Suk (authoraut); Puranik, Cynthia (authoraut); Otaiba, Stephanie Al (authoraut) BASE Show details 50 Towards an understanding of dimensions, predictors, and gender gap in written composition Kim, Young-Suk (authoraut); Al Otaiba, Stephanie (authoraut); Wanzek, Jeanne (authoraut). BASE Show details 51 Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW). Kim, Young-Suk Grace (authoraut); Schatschneider, Christopher (authoraut) BASE Show details 52 The utility and accuracy of oral reading fluency score types in predicting reading comprehension. Petscher, Yaacov (authoraut); Kim, Young-Suk (authoraut) BASE Show details 53 Developmental Trajectories of Writing Skills in First Grade: Examining the Effects of SES and Language and/or Speech Impairments Kim, Young-Suk (authoraut); Puranik, Cynthia (authoraut); Al Otaiba, Stephanie (authoraut) BASE Show details 54 Distances Between Word Reading and Comprehension: Do They Make a Difference? Metcalf, Alison (authoraut); Kim, Young-Suk (professor directing dissertation); Foorman, Barbara (committee member). - : Florida State University BASE Show details 55 Relations Among Elementary Students' Use of Dialect and Concurrent and Subsequent Reading Outcomes School of Teacher Education (degree granting department); Foorman, Barbara R. (committee member); Schatschneider, Christopher (university representative). - : Florida State University BASE Show details 56 Does Previewing Answer-Choice Options Improve Performance on a Reading Test? Qian, Guo (authoraut); Kim, Young-Suk (authoraut); Yang, Li (authoraut). BASE Show details 57 Towards an understanding of dimensions, predictors, and gender gap in written composition. Kim, Young-Suk (authoraut); Al Otaiba, Stephanie (authoraut); Wanzek, Jeanne (authoraut). BASE Show details 58 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); Quinn, Jamie Marie (authoraut); Schatschneider, Christopher (committee member); Kim, Young-Suk, 1970- (university representative); Hart, Sara (committee member); Wagner, Richard K. (professor directing dissertation); Department of Psychology (degree granting department). - : Florida State University Abstract: The present study investigated the meta-relations among common components of reading comprehension. The Simple View of Reading (SVR, Hoover & Gough, 1990) posits that reading comprehension is the sum or product of linguistic comprehension and decoding. The meta- analysis presented here investigated extending the SVR using a two-stage correlational meta- analytic structural equation modeling (SEM) approach with added additional components of working memory, background knowledge, and reasoning and inference. A comprehensive literature search using terms related to reading comprehension and the hypothesized predictors produced a total of k = 155 included studies. Results of an expanded SVR model run on the full sample (n = 1,205,581) showed that none of the hypothesized added predictors accounted for additional variance beyond that accounted for by the SVR components of decoding and linguistic comprehension. Age was then considered as a moderator in these analyses. The correlation matrices were dichotomized into a younger (age < 11 years) and older cohort (age >= 11 years). The SVR model fit the data well for both the younger cohort and the older cohort. Whereby both decoding and linguistic comprehension were important in earlier grades, once decoding was fluent, only linguistic comprehension was a significant predictor of reading comprehension for later grades. Neither working memory, background knowledge, nor reasoning and inference made significant contributions to reading comprehension in the older cohort. For the younger cohort, reasoning and inference was a statistically significant predictor of individual differences in reading comprehension but the additional variance accounted for was trivial. The models accounted for approximately 60% of the variance in reading comprehension. Results are presented in the context of the development of reading ability in the early elementary years and implications for policy and practice are discussed. ; A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Summer Semester 2016. ; June 2, 2016. ; meta-analysis, reading comprehension, reading development ; Includes bibliographical references. ; Richard K. Wagner, Professor Directing Dissertation; Young-Suk Grace Kim, University Representative; Christopher Schatschneider, Committee Member; Sara A. Hart, Committee Member; Jeanette Taylor, Committee Member. Keyword: Developmental psychology; Education; Statistics URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A366108/datastream/TN/view/Predictors%20of%20Reading%20Comprehension.jpg http://purl.flvc.org/fsu/fd/FSU_2016SU_Quinn_fsu_0071E_13315 BASE Hide details 59 The Utility and Accuracy of Oral Reading Fluency Score Types in Predicting Reading Comprehension Petscher, Yaacov (authoraut); Kim, Young-Suk (authoraut) BASE Show details 60 The Impact of Transcription Writing Interventions for First-Grade Students. Wanzek, Jeanne (authoraut); Gatlin, Brandy (authoraut); Al Otaiba, Stephanie (authoraut). BASE Show details Page: 1 2 3 4 5

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