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Direct linkOslund, Eric L.; Simmons, Deborah C.; Hagan-Burke, Shanna; Kwok, Oi-Man; Simmons, Leslie E.; Taylor, Aaron B.; Coyne, Michael D. – Learning Disability Quarterly, 2015
This study examined the changing role and longitudinal predictive validity of curriculum-embedded progress-monitoring measures (CEMs ) for kindergarten students receiving Tier 2 intervention and identified as at risk of developing reading difficulties. Multiple measures were examined to determine whether they could predict comprehensive latent…
Descriptors: Predictor Variables, Curriculum, Reading Achievement, Kindergarten
Anthony, Jason L.; Williams, Jeffrey M., McDonald, Renee; Corbitt-Shindler, Deborah , Carlson, Coleen D.; Francis, David J. – Annals of Dyslexia, 2006
Phonological awareness (PA), phonological memory (PM), and phonological access to lexical storage (also known as RAN), play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPAs) in 147 3-, 4-, and 5-year-old children whose native language was…
Descriptors: Phonemes, Cognitive Ability, Structural Equation Models, Spanish Speaking
Caravolas, Marketa; Volin, Jan; Hulme, Charles – Journal of Experimental Child Psychology, 2005
Two studies investigated the importance of phoneme awareness relative to other predictors in the development of reading and spelling among children learning a consistent orthography (Czech) and an inconsistent orthography (English). In Study 1, structural equation models revealed that Czech (n=107) and English (n=71) data were fitted well by the…
Descriptors: Phonemes, Structural Equation Models, Slavic Languages, Spelling
