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The Reading Comprehension and Vocabulary Knowledge of Children with Poor Reading Comprehension despite Adequate Decoding: Evidence from a Regression-Based Matching Approach
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Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge
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Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?
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Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study
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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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Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis
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Modeling the development of written language
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Abstract:
Alternative models of the structure of individual and developmental differences of written composition and handwriting fluency were tested using confirmatory factor analysis of writing samples provided by first- and fourth-grade students. For both groups, a five-factor model provided the best fit to the data. Four of the factors represented aspects of written composition: macro-organization (use of top sentence and number and ordering of ideas), productivity (number and diversity of words used), complexity (mean length of T-unit and syntactic density), and spelling and punctuation. The fifth factor represented handwriting fluency. Handwriting fluency was correlated with written composition factors at both grades. The magnitude of developmental differences between first grade and fourth grade expressed as effect sizes varied for variables representing the five constructs: large effect sizes were found for productivity and handwriting fluency variables; moderate effect sizes were found for complexity and macro-organization variables; and minimal effect sizes were found for spelling and punctuation variables.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3249727 https://doi.org/10.1007/s11145-010-9266-7 http://www.ncbi.nlm.nih.gov/pubmed/22228924
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Writing Quality in Chinese Children: Speed and Fluency Matter
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Rapid serial naming and reading ability: the role of lexical access
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Comparing Two Forms of Dynamic Assessment and Traditional Assessment of Preschool Phonological Awareness
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