Recently, Tunmer and Chapman provided an alternative model of how decoding and listening comprehension affect reading comprehension that challenges the simple view of reading. They questioned the simple view's fundamental assumption that oral language comprehension and decoding make independent contributions to reading comprehension by arguing…

According to the Matthew effect model, interindividual differences in reading competence between poor and normal readers should become wider as students grow older. The second part of the model assumes that these differential pathways are mainly attributable to differential reading activities. The purpose of this study is to examine whether both…

This study examined cross-language transfer of morphological awareness in Chinese-English bilingual children. One hundred and thirty-seven first to fourth graders participated in the study. The children were tested on parallel measures of compound awareness, vocabulary, word reading and reading comprehension in Chinese and English. They also…

Purpose: The purpose of this study was to evaluate the contribution of working memory at the word and sentence levels of language to reading and writing outcomes. Method: Measures of working memory at the word and sentence levels, reading and writing, were administered to 2nd (N = 122), 4th (N = 222), and 6th (N = 105) graders. Structural equation…

This paper examines the estimation of two-stage clustered RCT designs in education research using the Neyman causal inference framework that underlies experiments. The key distinction between the considered causal models is whether potential treatment and control group outcomes are considered to be fixed for the study population (the…

The present study examined the role of verbal working memory (memory span and tongue-twister), two-character Chinese pseudoword reading (two tasks), rapid automatized naming (RAN) (letters and numbers), and phonological segmentation (deletion of rimes and onsets) in inferential text comprehension in Chinese in 31 less competent comprehenders…

In the componential approach to modelling reading ability, a number of contributory factors have been empirically validated. However, research on their relative contribution to explaining performance on second language reading tests is limited. Furthermore, the contribution of knowledge of syntax has been largely ignored in comparison with the…

This paper concerns the divisibility of comprehension subskills measured in L2 listening and reading tests. Motivated by the administration of the new Web-based English as a Second Language Placement Exam (WB-ESLPE) at UCLA, this study addresses the following research questions: first, to what extent do the WB-ESLPE listening and reading items…

The relationship between word knowledge and reading comprehension has been well documented in research; however, the nature of this relationship remains unclear. Researchers usually distinguish between 2 aspects of an individual's word knowledge: breadth and depth. In addition to these 2 factors, it may be important to also consider fluency in the…

This research investigates the relative importance of vocabulary and oral reading fluency as measurement dimensions of reading comprehension as the student passes from elementary to high school. Invariance of this model over grades 4 through 8 is tested using two independent student samples reading grade-level appropriate passages. Results from…

The Simple View of Reading states that reading comprehension is the product of word recognition and listening comprehension. Whereas much research has focused on word recognition accuracy, recent attention has been directed toward word recognition fluency. The current study investigated whether a separate fluency component should be added to the…