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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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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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Abstract:
The goal of the present study was to test opposing views about four issues concerning predictors of individual differences in Chinese written composition: (a) Whether morphological awareness, syntactic processing, and working memory represent distinct and measureable constructs in Chinese or are just manifestations of general language ability; (b) whether they are important predictors of Chinese written composition, and if so, the relative magnitudes and independence of their predictive relations; (c) whether observed predictive relations are mediated by text comprehension; and (d) whether these relations vary or are developmentally invariant across three years of writing development. Based on analyses of the performance of students in grades 4 (n = 246), 5 (n = 242) and 6 (n = 261), the results supported morphological awareness, syntactic processing, and working memory as distinct yet correlated abilities that made independent contributions to predicting Chinese written composition, with working memory as the strongest predictor. However, predictive relations were mediated by text comprehension. The final model accounted for approximately 75 percent of the variance in Chinese written composition. The results were largely developmentally invariant across the three grades from which participants were drawn. ; Chinese children’s written composition, Mediation, Morphological and syntactic processing, Text comprehension, Working memory ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4267114.
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URL: http://purl.flvc.org/fsu/fd/FSU_pmch_25530630 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330598/datastream/TN/view/Text%20Comprehension%20Mediates%20Morphological%20Awareness,%20Syntactic%20Processing,%20and%20Working%20Memory%20in%20Predicting%20Chinese%20Written%20Composition%20Performance.jpg https://doi.org/10.1037/a0035984
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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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