Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 7 |
Descriptor
| Models | 7 |
| Structural Equation Models | 7 |
| Grade 2 | 5 |
| Grade 1 | 4 |
| Reading Comprehension | 4 |
| Reading Fluency | 4 |
| Grade 3 | 3 |
| Listening Comprehension | 3 |
| Phonological Awareness | 3 |
| Elementary School Students | 2 |
| Factor Analysis | 2 |
| More ▼ | |
Source
| Reading and Writing: An… | 3 |
| Reading Research Quarterly | 2 |
| Merrill-Palmer Quarterly:… | 1 |
| School Psychology Quarterly | 1 |
Author
| Anderson, Kathleen L. | 1 |
| Betts, Joseph | 1 |
| Bridges, Mindy Sittner | 1 |
| Catts, Hugh W. | 1 |
| Childress, Amy | 1 |
| Costa, Lara-Jeane | 1 |
| Farnia, Fataneh | 1 |
| Georgiou, George K. | 1 |
| Geva, Esther | 1 |
| Heistad, Dave | 1 |
| Hooper, Stephen R. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 7 |
| Reports - Research | 7 |
Education Level
| Elementary Education | 7 |
| Grade 2 | 7 |
| Grade 1 | 5 |
| Grade 3 | 4 |
| Early Childhood Education | 3 |
| Kindergarten | 3 |
| Primary Education | 3 |
Audience
Location
| Finland | 1 |
| Georgia | 1 |
| Minnesota | 1 |
| New Jersey | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Peabody Picture Vocabulary… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkCatts, Hugh W.; McIlraith, Autumn; Bridges, Mindy Sittner; Nielsen, Diane Corcoran – Reading and Writing: An Interdisciplinary Journal, 2017
Participants were administered multiple measures of phonological awareness, oral language, and rapid automatized naming at the beginning of kindergarten and multiple measures of word reading at the end of second grade. A structural equation model was fit to the data and latent scores were used to identify children with a deficit in phonological…
Descriptors: Kindergarten, Grade 2, Phonological Awareness, Oral Language
Reading Research Quarterly, 2015
The simple view of reading describes reading comprehension as the product of decoding and listening comprehension and the relative contribution of each to reading comprehension across development. We present a cross-sectional analysis of first, second, and third graders (N = 123-125 in each grade) to assess the adequacy of the basic model.…
Descriptors: Reading Comprehension, Decoding (Reading), Listening Comprehension, Vocabulary
Torppa, Minna; Georgiou, George K.; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poikkeus, Anna-Maija – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2016
This study examined the dynamic relationships among the components of the Simple View of Reading (SVR) in a transparent orthography (Finnish) and the predictive value of cognitive skills (phonological awareness, letter knowledge, rapid naming, and vocabulary) on the SVR components. Altogether, 1,815 Finnish children were followed from kindergarten…
Descriptors: Longitudinal Studies, Kindergarten, Grade 1, Grade 2
Betts, Joseph; Pickart, Mary; Heistad, Dave – School Psychology Quarterly, 2011
Previous research has provided evidence for the utility of the Minneapolis Kindergarten Assessment (MKA), which is a measure of early literacy and numeracy skills. The present research was undertaken to replicate previous factorial results and evaluate the relative strength of an alternative parameterization of the measurement model, the bifactor…
Descriptors: Evidence, Models, Numeracy, Predictive Validity
Yaghoub Zadeh, Zohreh; Farnia, Fataneh; Geva, Esther – Reading and Writing: An Interdisciplinary Journal, 2012
This study investigated the adequacy of an expanded simple view of reading (SVR) framework for English language learners (ELLs), using mediation modeling approach. The proposed expanded SVR included reading fluency as an outcome and phonological awareness and naming speed as predictors. To test the fit of the proposed mediation model, longitudinal…
Descriptors: Reading Comprehension, Listening Comprehension, Reading Fluency, Structural Equation Models
Hooper, Stephen R.; Costa, Lara-Jeane; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna C.; Knuth, Sean B.; Childress, Amy – Reading and Writing: An Interdisciplinary Journal, 2011
The primary purpose of this study was to examine several key questions related to the neuropsychological contributors to early written language. First, can we develop an empirical measurement model that encompasses many of the neuropsychological components that have been deemed as important to the development of written language? Second, once…
Descriptors: Writing (Composition), Spelling, Grades (Scholastic), Structural Equation Models
Schwanenflugel, Paula J.; Meisinger, Elizabeth B.; Wisenbaker, Joseph M.; Kuhn, Melanie R.; Strauss, Gregory P.; Morris, Robin D. – Reading Research Quarterly, 2006
The goals of this study were to (a) develop an empirically based model regarding the development of fluent and automatic reading in the early elementary school years and (b) determine whether fluent text-reading skills provided benefits for reading comprehension beyond those accounted for by fluent word decoding. First-, second-, and third-grade…
Descriptors: Reading Ability, Reading Fluency, Elementary Education, Reading Skills
