This study explored the background knowledge (BK) and reading comprehension (RC) relationship for struggling adult readers. Using confirmatory factor analyses, a single-factor BK model exhibited better fit than a two-factor model separating academic knowledge and general information, which indicates that BK represents a unidimensional construct…

This study explored the background knowledge (BK) and reading comprehension (RC) relationship for struggling adult readers. Using confirmatory factor analyses, a single-factor BK model exhibited better fit than a two-factor model separating academic knowledge and general information, which indicates that BK represents a unidimensional construct…

The purpose of this study was to investigate the impact of inference making, decoding, memory, and vocabulary on reading comprehension among 7th- through 12th-grade struggling readers with varying levels of inattention and hyperactivity. We categorized a group of 414 struggling readers into 3 groups based on results from factor mixture modeling:…

The simple view of reading proposes that reading comprehension is the product of word reading and language comprehension. In this study, we used the simple view framework to examine the early prediction of reading comprehension abilities. Using multiple measures for all constructs, we assessed word reading precursors (i.e., letter knowledge,…

Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for…

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…

This study examined whether counting and rapid automatized naming (RAN) could operate as significant predictors of both later arithmetic calculation and reading fluency. The authors also took an important step to clarify the cognitive mechanisms underlying these predictive relationships by controlling for the effect of phonological awareness and…

Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall life satisfaction. In the present study, we were interested in the effects of mathematical and reading difficulties and…

The purpose of the present study was twofold: First, the authors investigated if an extended version of the component model of reading (CMR; Model 2), including decoding rate and oral vocabulary comprehension, accounted for more of the variance in reading comprehension than the commonly used measures of the cognitive factors in the CMR. Second,…

This exploratory study examined the influences of student, teacher, and setting characteristics on kindergarteners' early reading outcomes and investigated whether those relations were moderated by type of intervention. Participants included 206 kindergarteners identified as at risk for reading difficulties and randomly assigned to one of two…

The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyvaskyla Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and…

The purpose of this study was to explore the relationship of three subskills associated with word decoding. The skills utilized for this study were phonological, rapid automatized naming (RAN), and orthographic processing. To do this, six separate models were utilized to define different ways that these three subskills (represented as factors)…