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1
Carson, Linda A. "Predictors of early reading achievement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28182.pdf.
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Elwér, Åsa. "Early Predictors of Reading Comprehension Difficulties." Doctoral thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110036.
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The aim of the present thesis was to examine the cognitive and language profile in children with poor reading comprehension using a longitudinal perspective. Even though comprehension skills are closely connected to educational success, comprehension deficits in children have been neglected in reading research. Understanding factors underlying reading is important as it improves possibilities of early identification of children at risk of developing reading problems. In addition, targeted interventions may prevent or reduce future problems. Descriptions of the cognitive and language profile in children with different types of reading problems from an early age and over time is an important first step. The three studies included in this thesis have been conducted using data from the International Longitudinal Twin Study (ILTS). In the ILTS, parallel data have been collected in the US, Australia, Sweden and Norway. Altogether, more than 1000 twin pairs have been examined between the ages 5 and 15 years using well known predictors of reading, along with decoding, spelling, reading comprehension and oral language measures. In the three studies, the Simple View of Reading has been used as a theoretical framework and children who exhibited different kinds of comprehension related difficulties have been identified at different ages. The studies include both retrospective and prospective analyses. The results across studies indicated a robust oral language deficit in all subtypes displaying comprehension problems. The oral language deficit was widespread and included vocabulary, grammar and verbal memory. In addition, the oral language deficit was manifested as compromised phonological awareness and print knowledge prior to reading instruction. Reading comprehension deficits were late emerging across studies in children with comprehension difficulties.Syftet med avhandlingen har varit att undersöka den kognitiva och språkliga profilen hos barn med läsförståelseproblem i ett longitudinellt perspektiv. Förståelserelaterade problem är eftersatt del av läsforskningen, trots att denna typ av svårigheter har visat sig få stora konsekvenser för fortsatt framgång i skolan. Att förstå underliggande faktorer när det gäller läsning är viktigt för att kunna identifiera barn tidigt i utvecklingen och anpassa undervisningen efter deras behov. Att beskriva barnens kognitiva och språkliga profil från tidig ålder och över tid är ett viktigt första steg i detta arbete. De tre studierna som ingår i avhandlingen har baserats på data från the International Longitudinal Twin Study (ILTS). I projektet har data samlats in i USA, Australien, Sverige och Norge. Sammanlagt har mer än 1000 tvillingpar testas vid upprepade tillfällen i åldersspannet 5 till 15 år. Testmaterialet innefattar ett stort batteri av språkliga och kognitiva tester, samt tester i läsning och stavning. Med utgångspunk i the Simple View of Reading har grupper av barn med olika typer av förståelseproblem identifierats vid olika tidpunkter i utvecklingen. Studierna innehåller både retrospektiva och prospektiva analyser. Resultaten visar en tydligt bred språklig nedsättning hos barnen med förståelserelaterade problem som visar sig tydligt i mätningar av ordförråd, grammatik och verbalt minne. Problemen är stabila över tid och visar sig tidigt i utvecklingen även som fonologiska svårigheter. Svag språklig profil påverkar inte läsförståelse förrän barnen gått i skolan ett antal år.
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Bazán, Ramírez Aldo, H. Beatriz Sánchez, and Verdugo Víctor Corral. "Predictors of reading and writing achievement in first graders." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102351.
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The achievement of reading and writing ta ks of different complexity leve! was evaluated. Twohundred eighty-eight first-grade children responded to 76 items cla sified on the basis of one mor phological and one functional criterion. Variables regarding teaching practices as well a children's characteristics were used a predictors of reading and writing ta ks. A multiple regression analysis suggested that teacher's judgment concerning the child's reading-writing acquisition, sorne visual or auditive deficits, and final average on Spanish course explained almost 40% of the dependen! variable variance. Result are discussed in terms of their teaching-leaming implications.Se evaluó el desempeño de 288 niños de primer grado en tareas de lectura y escritura de diferente grado de complejidad. Se tomaron como predictores de los desempeños en las tareas evaluadas variables asociadas con la práctica docente y con antecedentes académicos inmediatos de los niños, así como sus características físicas. Mediante la aplicación de un análisis de regresión múltiple se identificó que las variables de años de experiencia del maestro en primer grado, el juicio que emite respecto a la adquisición de la lectura y la escritura del niño, la presencia de padecimientos de tipo auditivo y/o visual en el niño, y el promedio logrado por los niños en los cursos de español al término del año escolar predicen aproximadamente un 40% del desempeño de los niños en todos los niveles de complejidad de las tareas de lectura y escritura evaluadas. Se discuten los resultados en términos de su implicación en la práctica docente.
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Johnson, Nicole. "Curriculum-embedded reading tests as predictors of success on Florida Comprehensive Assessment Test in reading." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4944.
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With the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.ID: 031001447; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed June 27, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 31-34).
M.Ed.
Masters
Teaching, Learning and Leadership
Education
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Johnson, Nicole. "Curriculum-Embedded Reading Tests as Predictors of Success on Florida Comprehensive Assessment Test in Reading." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5328.
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With the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.M.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
Reading Education
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Haarbauer-Krupa, Juliet K. "Language and Speech Predictors of Reading Achievement in Preschool Children with Language Disorders." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/57.
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ABSTRACT LANGUAGE AND SPEECH PREDICTORS OF READING ACHIEVEMENT IN PRESCHOOL CHILDREN WITH LANGUAGE DISORDERS by Juliet K. Haarbauer-Krupa The purpose of this longitudinal study was to examine the relationship between language and reading in children diagnosed with developmental language disorder (DLD) during preschool. An archival data set was available for analysis. Preschool children with DLD who were assessed between 35 and 74 months for preschool language and speech abilities (Rapin, 1996) returned for language, speech and reading testing at age seven years. Children who enrolled in the study were a clinically referred sample, met criteria for average nonverbal intellectual functioning, and demonstrated below average performance on a composite language measure. To evaluate a hypothesis about the contribution of vocabulary, grammar, and speech articulation to reading outcome measures, a series of regression analyses tested models to identify predictors of reading achievement at age seven. Results indicated a strong, positive relationship between language skills assessed at both ages and reading comprehension. School-age language and speech skills explained 25% of the variance in reading comprehension after controlling for word identification skills. Grammar at school age was a significant unique predictor of reading comprehension. Preschool language and speech skills explained 22% of the variance after controlling for word identification skills. Speech articulation was not related to reading outcomes. In contrast, regression analyses suggested that language and speech skills did not predict word reading abilities. Children who had reading comprehension difficulties had weaker vocabulary, grammar and speech skills compared to children who had average and above comprehension skills. Findings support previous research describing a relationship between language skills and reading comprehension. Language skills measured at preschool can predict reading comprehension difficulties in elementary school for children with DLD. Results highlight the importance of early identification and intervention of language impairment in children to improve areas of vocabulary and grammar critical to reading success.
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Newland, Lisa A. "Language, Social Interactions, and Attention as Predictors of Reading Development in Second Grade." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/2609.
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Social interactions between 153 mother-infant dyads in the laboratory were examined for associations with language and play preferences when infants were 14 months old. Later associations with reading skills, attention, and book reading were examined at the end of second grade. Mothers and infants were videotaped in a 20-minute laboratory observation at 14 months, and joint visual attention and social toy play were coded from the interactions. Language was assessed at 14 months using a standardized instrument, and mothers rated their own and their infants' preferences for specific types of play. A follow-up study, conducted at the end of second grade, assessed decoding and reading comprehension skills, attention and distractibility in the classroom and at home, and the frequency of mother-child book reading. A path model was constructed to examine predictive relations from infancy to second grade. The results suggest that early social interactions are both directly and indirectly related to language in infancy. Joint attention was associated with maternal responses during play and infant preferences for point and name games, which were in turn related to language development. Social interactions in infancy were negatively related to cognitive problems in second. There were small bivariate associations between infant language and play interactions with later reading skills. However, the strongest predictors of reading skills in second grade were children's abilities to sustain attention in relation to cognitive tasks in the classroom. The results suggest that early social interactions involving language and play may foster both language abilities and attention-sustaining abilities, which then influence the development of literacy skills.
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Urso, Annmarie. "Processing Speed as a Predictor of Poor Reading." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195011.
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This study had three main purposes. First, the relationship between Processing Speed (Gs) and poor word recognition skills was examined. Second, various formats of processing speed tests that measure different types of processing speed (i.e. naming facility, perceptual speed, semantic speed, attention and concentration) were administered to determine what aspects of Gs were more strongly correlated with word reading performance. Pearson correlations and coefficients of determination were used to evaluate the strength of the relationships and the shared variance. Third, the study sample was evaluated to determine what percentage of the poor readers participating in the study had slow processing speed.Forty-four students in grades 1-3, ages six- to ten-years old were administered the Woodcock-Johnson III Achievement reading tests of Letter-Word Identification, Reading Fluency, and Word Attack. The subjects were additionally administered the Woodcock-Johnson III Cognitive Abilities tests of Verbal Comprehension, Visual-Auditory Learning, Sound Blending, Visual Matching, Numbers Reversed, Decision Speed, Rapid Picture Naming, Pair Cancellation, and Cross Out.The results of the study indicated processing speed, as measured by the Gs Cluster score, was strongly correlated with word reading, r = .749, r2=.56. The Gs tests of Visual Matching, (r = .663, r2 = .44) and Decision Speed (r = .811, r2 = .66) were most strongly correlated with poor word reading skill. The Basic Reading Skills Cluster and the Test of Letter-Word Identification were both moderately correlated at various strengths with different formats of Gs tests. Tests of Visual Matching, Rapid Picture Naming, Pair Cancellation and Cross Out all had a moderate, significant correlation.Lastly, 47% of the poor readers (SS<85 on any of the measures of>reading) also had low Gs scores (SS<85).The results from the study demonstrate the need for further exploration of the impact of poor Gs on the development of reading skills, as well as determination of the most effective interventions for poor readers with slow processing speed.
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Boston, Marisa Ferrara, John Hale, Reinhold Kliegl, Umesh Patil, and Shravan Vasishth. "Parsing costs as predictors of reading difficulty: An evaluation using the Potsdam Sentence Corpus." Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2011/5713/.
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The surprisal of a word on a probabilistic grammar constitutes a promising
complexity metric for human sentence comprehension difficulty. Using two different grammar types, surprisal is shown to have an effect on fixation durations and regression probabilities in a sample of German readers’ eye movements, the Potsdam Sentence Corpus. A linear mixed-effects model was used to quantify the effect of surprisal while taking into account unigram and bigram frequency, word length, and empirically-derived word predictability; the so-called “early” and “late” measures of processing difficulty both showed an effect of surprisal. Surprisal is also shown to have a small but statistically non-significant effect on empirically-derived predictability itself. This work thus demonstrates the importance of including parsing costs as a predictor of
comprehension difficulty in models of reading, and suggests that a simple identification of syntactic parsing costs with early measures and late measures with durations of post-syntactic events may be difficult to uphold.
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Atkinson, Lynette M. "A longitudinal investigation of the social, cognitive and social cognitive predictors of reading comprehension." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/a-longitudinal-investigation-of-the-social-cognitive-and-social-cognitive-predictors-of-reading-comprehension(266c7d0d-df06-4321-bf0c-4e95c5293ad5).html.
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This thesis reports a longitudinal investigation of social, cognitive and social cognitive predictors of early reading comprehension in a sample of 98 typically developing children. Children were aged three at the beginning of the study and, importantly, they were all non-‐readers and had not experienced formal literacy instruction. Children’s progress in literacy-‐related development was reassessed over the following 28 months. Reading comprehension was assessed at the final time point, when children were six years old. The first study investigated the influence of children’s home literacy environment (HLE) on their cognitive pre-‐reading abilities at three years, and on their emergent literacy skills at five years. The second study considered the Simple View of Reading (SVR) to examine direct and indirect predictive pathways from children’s preschool cognitive abilities to reading comprehension skills at the age of six. Thirdly, the role of theory of mind was explored to determine whether it contributed to reading comprehension over and above the SVR framework. The final study examined the retrospective and concurrent profiles of children identified at six years as poor and good comprehenders. Results showed that children’s preschool HLE experiences, and early cognitive abilities at three years, both directly and indirectly related to later reading comprehension at six years old. The SVR was extended to a younger population; children’s reading comprehension was underpinned by two separate sets of preschool cognitive skills (code-‐related and oral language) contributing to two predictive pathways to later reading comprehension, suggesting that both word reading and oral language skills are equally crucial for the acquisition of reading comprehension. Additionally, early theory of mind (potentially indexing metacognition) contributed to reading comprehension over and above the two components of the SVR, suggesting that the SVR may be too simple to fully account for emergent reading comprehension. The cognitive profiles of poor and good comprehenders added further evidence to suggest that preschool abilities may be important predictors of later reading comprehension skills. The findings of this research have important practical implications, not only for the early identification of children who are at risk for future reading comprehension difficulties, but also for informing early years literacy instruction and future targeted interventions.
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Park, Yonghan. "Patterns in and predictors of elementary students' reading performance evidence from the data of the Progress in International Reading Literacy Study (PIRLS) /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (PH. D.)--Michigan State University. Educational Psychology & Educational Technology, 2008.Title from PDF t.p. (viewed on Sept. 8, 2009) Includes bibliographical references (p. 126-131). Also issued in print.
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Koosmann, Wendy Michele, and Wendy Michele Koosmann. "Neuropsychological Profiles and Predictors of Reading Performance of Children with Developmental Delay with and without Cognitive Difficulties." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621831.
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Abstract A revised Developmental Delay (DD) category became effective in Arizona on September 30, 2009 and allows children who demonstrate significant delays in at least two developmental areas to receive services in special education up to age 10. In order for the educational team to determine that a student meets the criteria for DD, an assessment in all five developmental areas, including cognitive, physical, communication, adaptive, and social/emotional must be completed. However, areas typically included in a neuropsychological assessment, like attention and executive functioning or memory and learning, are typically not part of an educational evaluation and have the potential to adversely affect learning when there are deficits in these areas. DD is a highly prevalent group that has a wide variety of genetic, environmental, and societal risk factors. The definition varies greatly in research, education, medical or health-related fields, as well as by culture. Since the DD category is viable until age 10, outcome studies have been conducted to find out if children with DD continue in special education and if so, under what categories. It has been found that children with DD generally stay in special education and continue receiving services, most often as students with specific learning disability, mild intellectual disability, and speech/language impairment, in addition to other categories. There is limited information in the available literature regarding the neuropsychological strengths and weaknesses for this prevalent group. Moreover, there is limited information available regarding the possible predictors of reading achievement for children with DD. The first aim of the study was to determine how much variability in performance there was for children who met the educational criteria for DD in Arizona as well as to assess strengths and weaknesses compared to normative means. The second aim of this study was to find out if two specific scores from a neuropsychological battery found to be significantly lower in children with a reading disorder were also significant predictors of reading performance in children with DD. A third aim involved an exploratory analysis to determine if there was evidence of a pattern of strengths and weaknesses by delay type. Thirty-three children with DD ages 5 to 9 years were recruited for this study from a single school district in Southern Arizona. Children were administered measures of cognition, attention and executive functioning, memory and learning, sensorimotor skills, and visuospatial processing, and reading. The parent/guardian of the child completed a structured developmental history. For the first aim, the total sample was split into two groups by presence of cognitive delay and analyzed separately. Qualitatively, the data in the form of box-plots was examined. Levene's and Nonparametric Levene's tests were used to quantitatively evaluate variance in score distributions. Single sample t-tests were used to compare group mean scale or subscale scores to the appropriate normative means. The second aim was analyzed using the total sample of children with DD. Stepwise linear regression models were used to determine if Speeded Naming and Inhibition Naming Total Completion Time scores significantly predicted reading performance as measured by the Reading Cluster score from the WJ IV ACH for all children with DD. Two other subtest scores, which were observed to be within normal limits in children with reading disorder on the NEPSY-II special group study, were also analyzed with stepwise linear regression to confirm that they did not predict reading in children with DD, namely Memory for Designs Total Score and Geometric Puzzles. Lastly, for the third aim, those with each delay type were analyzed separately from those without the delay type (e.g., no communication delay and communication delay). Like the first aim, box-plots were generated to visually represent the data. DD group mean scores of each scale or subscale were also compared to the appropriate normative means by single sample t-tests. Results from this study indicated that the variation in the scores was not significantly different between groups, except for a measure of graphomotor speed and precision. Children with DD with a cognitive delay were found to exhibit a wide range of deficits, including deficits in cognition, reading, attention and executive functioning, language, memory and learning, sensorimotor, and visuospatial processing. Children without cognitive impairment did not demonstrate impairments in cognition and reading and demonstrated specific skill deficits for sustained attention, speeded naming with accuracy, immediate and long-term visual memory, memory for organized verbal information, phonological short-term memory, and fine motor speed. When the total sample was analyzed together, three high reading scores were identified as outliers from group reading performance. Both predictor variables were found to be moderately related to reading whether the outliers were in or out. Only one of the two predictors were found to significantly contribute to the predictive model whether the outliers were in or out yet the strength of the prediction was weak, suggesting there are likely better predictors of reading for children with DD. In the analysis of the non-predictors, when the outlier scores were left in, Geometric Puzzles, a measure of visuospatial perception and mental rotation was indicated as a significant predictor of reading. When the outliers were removed, neither score was significantly related with reading. Lastly, meaningful group strengths and weaknesses were seen when the total sample of children with DD was broken into groups by delay, even when the majority performed below normative means. The results of this study indicate that children with DD are at increased risk for significant difficulties in many of the areas included in neuropsychological assessment. This points to the need for many of these areas, namely attention and executive functioning, memory and learning, and visuospatial processing to be included in a comprehensive evaluation in the school setting. Moreover, knowledge of group strengths and weaknesses can aid intervention selection and implementation in addition to appropriate accommodations to facilitate learning. This can inform intervention implementation and design. More research is needed in this area to have a better understanding of how neurocognitive skills relate to reading since the predictors selected for this study were not strong predictors of reading performance for children with DD. Visuospatial perception and mental rotation may be more highly related for children with DD that have higher reading skills.
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Fien, Francis J. "An examination of school and individual student level predictors of successful reading and reading related outcomes for kindergarten and first grade students : a comparison of two models of schoolwide reading reform /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3147819.
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Thesis (Ph. D.)--University of Oregon, 2004.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 120-127). Also available for download via the World Wide Web; free to University of Oregon users.
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del, Rio Vivian M. "Effects of Sex, Third Grade Reading Achievement and Motivation as Predictors of Fourth Grade Reading Achievement of Hispanic Students: A Path Analysis." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1015.
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This study explored the topic of motivation for intermediate students combining both an objective criterion measure (i.e., standardized test scores) and the self-report of students on self-concept and value of reading. The purpose of this study was to examine how third grade reading achievement correlated with the motivation of fourth grade boys and girls, and, in turn, how motivation related to fourth grade reading achievement.
The participants were fourth grade students (n=207) attending two public, elementary schools in Miami-Dade County who were of primarily Hispanic origin or descent. Data were collected using the Reading Survey portion of the Motivation to Read Profile (1996) which measures self-concept and value of reading in order to measure motivation and the Third and Fourth Grade Reading Florida Comprehensive Assessment Tests 2.0 (FCAT 2.0) to assess achievement. First, a one way Analysis of Variance (ANOVA) was conducted to determine whether motivation differed significantly between fourth grade boys and girls. Second, a path analysis was used to determine whether motivation mediated or moderated the association between FCAT 2.0 third and fourth grade scores.
Results of the ANOVA indicated that motivation, as measured by the Motivation to Read Profile did not differ significantly by sex. Results from the path analysis indicated that the model was significant and that third grade FCAT 2.0 scores accounted for a significant amount of the variance in fourth grade FCAT 2.0 scores once motivation was entered. Results of the study demonstrated that motivation partially mediates, but does not moderate the relationship between FCAT 2.0 third and fourth grade scores.
In conclusion, it can be determined that past student achievement for fourth grade students plays a role in current student achievement when motivation is also considered. It is therefore important in order to improve the quality of fourth grade student’s current performance to take into account a student’s motivation and past achievement. An effort must be made to address students’ motivational needs whether through school wide programs or at the classroom level in addition or in conjunction with cognition. Future research on the effect of self-concept in reading achievement is recommended.
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Shiotsu, Toshihiko. "Linguistic knowledge and processing efficiency as predictors of L2 reading ability a component skills analysis /." Thesis, Online version, 2003. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.397847.
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Barsony, Ildiko. "Predictors of English Reading Comprehension and Performance in College-level Composition among Generation 1.5 Students." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2984.
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Generation 1.5 students, foreign-born children of first-generation immigrants, complete some or most of their K-12 education in the United States. Their oral communicative competence may be advanced, but their academic language proficiency may still be underdeveloped when they enter college. In 2013, SB1720 made placement testing optional for most Florida public high school graduates, including generation 1.5 students, making them eligible to enroll directly in the college-level English Composition 1 (ENC 1101) course. In order to succeed in this course, generation 1.5 students may need additional support appropriate to their unique needs.
This study first described the literacy backgrounds of 107 generation 1.5 students at Miami Dade College. Then, guided by the interdependence hypothesis, the common underlying proficiency model of bilingual proficiency, and the compensatory model of second language reading, it examined the relationship between the predictor variables (native language literacy, English language knowledge, and pre-ENC 1101 coursework) and the criterion variables (English reading comprehension and ENC 1101 performance).
Nearly a quarter (23.6%) of the MDC students who completed the initial literacy survey belonged to the generation 1.5 group. English language knowledge was significantly and positively correlated to both reading comprehension (p < .001) and ENC 1101 performance (p < .05). The negative correlation between pre-ENC 1101 coursework and reading comprehension (p < .001) was also statistically significant, but native language literacy was not significantly correlated to either English reading comprehension or ENC 1101 performance. The results of the regression analyses showed that English language knowledge accounted for nearly 50% of the variance (p < .001) in generation 1.5 students’ English reading comprehension; however, none of the independent variables contributed to a significant amount of variance in ENC 1101 performance in the regression model.
This study contributed to the literature that aims to provide a better understanding of the numbers, the literacy foundations, and the instructional needs of generation 1.5 college students. While the findings did not fully support the theories that framed the study, future studies should continue to focus on generation 1.5 students producing academic texts in higher education institutions.
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Branum, Barbara K. (Barbara Kay). "Performance on Selected Mathematics and Reading Assessment Tests as Predictors of Achievement in Remedial Mathematics." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332173/.
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The problem of this study was performance on selected mathematics and reading assessment tests as predictors of achievement in remedial mathematics. The purpose of the study was twofold. The first was to determine the internal consistency of a locally developed remedial mathematics placement test and the mathematics section of the Pre-TASP Test. The second was to determine the predictive validity of performance on (a) the local remedial mathematics placement test, (b) the mathematics section of the Pre-TASP Test, and (c) the Descriptive Tests of Language Skills, Reading Comprehension Test in combination with demographic variables for mid-semester achievement, end-of-semester achievement, and course success in three levels of remedial mathematics at Richland College, Dallas, Texas.
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Harrold, Brandi. "Primary Teachers' Knowledge and Beliefs as Predictors of Intention to Provide Evidence-Based Reading Instruction." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7011.
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Primary teachers in the United States accept responsibility for teaching children how to read, and the instruction they provide results in reading proficiency for approximately 37% of students. Although researchers have established a relationship between teacher-related factors and students' performance in reading, they have not yet been able to identify the combination of teacher characteristics that best predicts teachers' intention to provide evidence-based reading instruction. The purpose of this study was to examine the relationships among teacher knowledge, teacher beliefs, and intention to provide evidence-based reading instruction using a conceptual framework that integrated the theory of planned behavior with the implicit theory of intelligence. An online survey was used to gather data from a convenience sample of 37 primary teachers in the United States to examine characteristics effective reading teachers have in common. The results of multiple regression analysis indicated different patterns for different groups of readers. For beginning readers, teachers' behavioral beliefs was the only significant predictor of intention to provide evidence-based reading instruction. For struggling readers, teacher knowledge of reading disabilities was the only significant predictor of intention. This study provided additional evidence of deficits in teachers' knowledge of basic language concepts and reading disabilities. Identifying teacher characteristics that influence students' reading proficiency outcomes may inform efforts to improve professional development and teacher preparation programs to better support and prepare teachers to ensure successful reading outcomes for all children.
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Balladares, Hernández Jaime. "A longitudinal study of the predictors of reading in children from low and high socioeconomic backgrounds." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10062115/.
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Chilean students achieve poor results in international reading tests. The Organization for Economic Cooperation and Development (OECD) evaluates the performance of students at age 15 from all OECD countries, through the Programme for International Student Assessment (PISA). In this test, Chilean students perform significantly lower than average (OECD, 2013, 2016). Educational systems in which poor and rich children study together tend to reach higher scores in the PISA test than the ones in which students are social and economically segregated (OECD, 2013). However, the Chilean education system is segregated, with students likely to study with their peers from a similar socioeconomic background (Aguirre, 2009; Mizala & Torche, 2012). Among OECD countries, Chile is the one in which socioeconomic variables are most closely related to academic success (OECD, 2010). Given Chile's huge social stratification (Posner, 2012), only students from higher high-income backgrounds can access better educational provision (in fee-paying schools), whereas students whose families are unable to pay for education are likely to receive a lower quality of teaching in their schools (Castillo, 2011). As a result, significant differences in reading according to socioeconomic status (SES) are found. For instance, 69% of students from high-income families can be categorized as advanced readers, whereas just 20% of students from low-income backgrounds are placed in this category, according to the Chilean Ministry of Education (MINEDUC, 2007, 2013, 2014). While the effect of socioeconomic level on reading is accentuated in highly segregated countries such as Chile, it is possible to find differences in other countries too (Aikens & Barbarin, 2008; Arnold & Doctoroff, 2003; MINEDUC, 2007, 2013, 2014; OECD, 2013). In a study of 43 countries using the PISA database, SES was found to be a key predictor of reading achievement (Chiu & McBride-Chang, 2006). In a longitudinal study conducted in the United States, with 3rd grade students, rates of reading growth were found to be strongly affected by students' SES (Kieffer, 2011). In the case of the United Kingdom the situation is similar, and reading performance is related to SES not just in the school years, but also in adulthood (Ritchie & Bates, 2013). The reading gap between children from low and high SES groups starts at young age (A. Fernald, Marchman, & Weisleder, 2013), and tends to widen through academic life (Walpole, 2003). In Chile, children already show significant differences in reading ability at age of 7 when they are compared by SES (MINEDUC, 2013, 2014). These differences are more accented when the students' reading performance is compared again at the age of 15 (OECD, 2013). In order to understand why differences in SES impact on children's reading outcomes at school, we must go one step further back and evaluate how the predictors of reading develop before children go to school. Three skills - phonological awareness, letter knowledge, and rapid automatic naming (RAN) - have been labelled as foundational predictors of reading (Caravolas, Lervag, Defior, Seidlova Malkova, & Hulme, 2013; Guardia, 2010; Hulme, Caravolas, Malkova, & Brigstocke, 2005; Jong & Vrielink, 2004; Mann, 1986; Muter, Hulme, Snowling, & Stevenson, 2004; Nation & Cocksey, 2009; Pallante & Kim, 2013; Savage & Frederickson, 2005; Wagner & Torgesen, 1987; P. Walton & Walton, 2002). While these are the three core predictors of reading in different languages, the process of learning to read is complex, and these predictors need to be understood as part of a set of variables (Hulme, Caravolas, et al., 2005; Muter et al., 2004) that also includes cognitive (domain general) skills (Cain & Oakhill, 1999; Farrington-Flint, Wood, Canobi, & Faulkner, 2004; Welsh, Nix, Blair, Bierman, & Nelson, 2010), vocabulary knowledge (Moghadam, Zainal, & Ghaderpour, 2012; Muter et al., 2004; Nation & Cocksey, 2009), and other social and environmental factors, such as home literacy environment (Burgess, Hecht, & Lonigan, 2002; Crain-Thoreson & Dale, 1992; Laplante et al., 2004; Mistry, White, Benner, & Huynh, 2009; Roberts, Jurgens, & Burchina, 2005; Weigel, Martin, & Bennet, 2006). There is strong evidence that this set of predictors contribute to the process of learning to read. While each of the listed variables contributes to explaining reading achievement, it is less clear whether these foundational, language, and cognitive skills are, in turn, affected by SES, particularly in terms of Home literacy environment. Understanding the contribution of these factors and evaluating the influence of socioeconomic status on them will allow future studies and interventions to be more precise about what aspects should be improved to decrease the academic gap between those children from low and high SES. These findings have implications both for theory and practice. In theoretical terms, they permit a clearer understanding of what happens before children learn to read in a non-English and monolingual context. In a practical sense, they provide information to promote the development of policies, plans and programs for minimizing the gap in reading between those children from low and high socioeconomic backgrounds, by offering teacher and parental support. The current study makes novel contributions in two areas. Firstly, it aims to evaluate whether Chilean preschoolers show SES differences in a large number of foundational skills for reading and, if so, to estimate the magnitude of these differences. Secondly, it aims to identify the contribution of those less studied predictors - which include cognitive skills, certain early language skills and the influence of the home literacy environment - to these same children's reading abilities when they are 7 years old.
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Elshikh, Mohamed Ebrahim. "Psycho-linguistic predictors of L1-Arabic and L2-English reading and writing skills for Arabic speaking children." Thesis, University of Surrey, 2012. http://epubs.surrey.ac.uk/810917/.
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Abstract Four studies investigated potential psycho-linguistic predictors of Ll Arabic and L2 English literacy skills amongst Arabic speaking children in different school stages in Kuwait: primary, intermediate and secondary. Word-level reading, reading comprehension and writing production measures determined literacy levels across the groups. Phonological processing skills were assessed by measures of phonological awareness, rapid naming and phonological memory, and measures of listening comprehension, morphological awareness, vocabulary and syntax were used to assess more general language skills. Backward digit span and listening span were also used to measure working memory processes. The results argued for the influence of these psycho-linguistic skills on bilingual literacy development, with measures of phonological, morphological and syntactic awareness being reliable predictors of reading comprehension in both Arabic and English. Non- word decoding and phonological awareness predicted variance in basic word-level literacy skills in both Arabic and English. Morphological awareness explained variance in reading comprehension in Ll Arabic and L2 English independent from word decoding skills. Vocabulary and syntax had comparable strengths in explaining variability in reading comprehension and writing production in both languages. And L2 working memory was important for L2 reading comprehension. In addition, there were cross-language predictions: L2 listening comprehension supported Ll reading comprehension, while Ll non-word reading and syntactic ability supported L2 reading comprehension. Although some relationships seemed to be more specific to one orthography or LUL2, there was a commonality of predictors for English and Arabic literacy skills through the four studies, which allowed models of psycho-linguistic influences on literacy development to be developed based on current perspectives on literacy acquisition. These models and newly-developed literacy measures appropriate for work with Arab bilingual children should inform future research and practice, as well as theory 2 development, which should increase understanding ofliteracy development in non- English contexts.
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Fay, Emily E. "LITERACY PREDICTORS OF SPELLING ABILITIES FOR CHILDREN 6:0 THROUGH 7:5 YEARS." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1081898135.
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TOBIA, VALENTINA ANTONIA. "Cognitive profiles of typical and atypical readers: evidence from the italian orthography." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/52635.
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Reading process has been the focus of a great amount of research over the past decades. However, recently Share (2008) claimed that reading research has been dominated by the study of the English language, and that this “Anglocentric research agenda” limited the relevance of the large amount of knowledge on reading in typical and atypical development. In line with this observation, there is evidence that learning to read transparent writing systems, such as Italian, is easier than learning to read opaque systems (Seymour, 2005), and that the precise weight of cognitive processes involved in reading varied systematically as a function of orthography’s transparency (e.g., Ziegler et al., 2010).
The series of studies reported in this thesis investigates the reading aloud process in the Italian transparent orthography, considering school-aged children who are typical readers or have Developmental Dyslexia (DD). The first two studies examined the role of verbal and visual-attentional cognitive processes in relation to reading fluency, considering children with typical development (Chapter 2) and with DD (Chapter 3). In particular, Chapter 2 describes a cross-sectional research that analyzes the predictors of reading fluency in primary school, investigating differences in the pattern of predictors for beginners (1st and 2nd grade) and expert readers (3rd to 5th grade). Results showed that concurrent predictors of reading fluency partially change when children become expert readers: whereas in 1st and 2nd grades text reading fluency was predicted by phonological awareness and rapid automatized naming, in 3rd to 5th grade also vocabulary, verbal short-term memory and visuo-spatial attention played a significant role in the model.
The study presented in Chapter 3 focuses on group differences in the cognitive underpinnings of reading fluency, comparing dyslexic children with chronological-age and reading-age matched controls. Children with DD were significantly impaired in all the measures included in the phonological domain and in the visuo-spatial attention and verbal-visual recall tasks. Furthermore, this study provides an examination of the cognitive deficits that characterized the children with dyslexia involved in the study. Main finding is that a large group of children with DD exhibited multiple deficits, that included both the phonological and the non-verbal domains, whereas a lower number of children had a deficit exclusively in the phonological or exclusively in the visual-attention domains.
The last study presented (Chapter 4) is an experimental investigation of the autonomic response to reading tasks in children with DD and typical readers. This study also analyses the relationship between the physiological activation and some socio-emotional variables measured through questionnaires administered to children themselves and to their parents. Children with DD exhibit lower galvanic skin response during the reading aloud task. Then, it was observed a significant correlation of galvanic skin response and heart rate registered during reading tasks with parent’s evaluation of emotional difficulties presented by their children. Theoretical implications for the science of reading, as well as clinical and educational issues, are discussed.
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Alrashidi, Mousa. "Predictors of Arabic reading comprehension : the development and identification of measures for the assessment of literacy and literacy learning difficulties." Thesis, University of Surrey, 2010. http://epubs.surrey.ac.uk/843489/.
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The work reported in this thesis investigated Arabic reading comprehension skills amongst children in Kuwait. The first study investigated Arabic-speaking children learning to read in Arabic and English (49 grade 5 and 6 children), and found that the English data conformed to those found with English first language cohorts. A second study then focused on children learning to read in Arabic only (123 children from grades 3 to 6). The data from the two initial studies indicated that Arabic reading comprehension is related specifically to phonological awareness and automatic word processing skills. A further two studies investigated additional potential predictors of reading comprehension skills and argued for the addition of non-verbal ability, morphemic awareness and syntactic processing measures as predictors of variability in Arabic reading comprehension levels. Participants in these studies were children from mainstream Kuwaiti grades 3 to 6 children (178 children in study 3, 178 in study 4), though an additional cohort of children from a special school for children with learning disabilities was tested in the third study. Overall, the findings from the work were consistent with the view that phonological awareness is an important skill inArabic reading development, particularly when a regular orthography is experience in early learning, though the need to predict information in Arabic text may make the processing of additional orthographic features (such as syntax) within text particularly useful. These data argue that English-language-based models can inform the development of models of Arabic literacy acquisition, but that these will need suitable modification to explain fully reading comprehension skills in Arabic. These models will inform the development of further tests that, in addition to those developed and trialled as part of the current research, should support the measurement of Arabic reading abilities and the identification of Arabic literacy learning difficulties.
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Denizot, Isabelle Arlette Genevieve. "Predictors of grade 3 French immersion students' reading comprehension : the role of morphological awareness, vocabulary and second language cultural knowledge." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/24184.
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Research findings point to reading comprehension as an important mediator of academic achievement for French immersion students (Hogan, Caffs, & Little, 2005). This research investigated the best predictors of word reading and reading comprehension in French as a second language in 72 Grade 3 students of an early French immersion programme. The present research is based on Bemhardt’s (2005) model of second language reading, which views reading comprehension as an interactive-compensatory process. Four main questions guided this program of study: (1) What is the best predictor of word reading among phonological awareness, spelling, verbal working memory, vocabulary and morphological awareness in Grade 3 French immersion students? (2) What is the best predictor of reading comprehension among
phonological awareness, spelling, verbal working memory, vocabulary and morphological awareness in Grade 3 French immersion students? (3) What is the relative role of second language cultural knowledge compared to phonological awareness, spelling, verbal working memory, vocabulary and morphological awareness in Grade 3 French immersion students’ reading comprehension? and (4) What do French immersion Grade 3 students perceive as different in a culturally less and more familiar text that affected their reading comprehension and which cultural context do they prefer and why? Results from hierarchical regression analyses showed that phonological awareness and spelling predicted word reading, whereas morphological awareness predicted reading
comprehension of isolated sentences. Reading comprehension of a narrative text with more
familiar cultural emphasis was predicted by receptive vocabulary (EVIP). Reading
comprehension of a narrative text with less familiar cultural emphasis was predicted by second language cultural knowledge, followed by morphological awareness. However, participants
perceived the culturally more familiar passage easier and perceived the culturally less familiar
passage as more engaging. Thus, results from the study appear to confirm that reading is an interactive compensatory process. Several theoretical, pedagogical and programme development implications are drawn
from the present research.
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Friedt, Gary Robert. "Student attributes, family influences, and school programming features as predictors of LD student reading achievement and school work habits outcomes /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487671640055307.
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Ogg, Julia A. "Predictors of reading achievement in a population of school-aged children with parent and school reported Attention-Deficit/Hyperactivity Disorder." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (Ph.D.)--Michigan State University. Dept. of Counseling, Educational Psychology and Special Education, 2008.Title from PDF t.p. (viewed on July 10, 2009) Includes bibliographical references (p. 110-116). Also issued in print.
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Landon, Laura L. "English Word-Level Decoding and Oral Language Factors as Predictors of Third and Fifth Grade English Language Learners' Reading Comprehension Performance." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601015.
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This study examines the application of the Simple View of Reading (SVR), a reading comprehension theory focusing on word recognition and linguistic comprehension, to English Language Learners’ (ELLs’) English reading development. This study examines the concurrent and predictive validity of two components of the SVR, oral language and word-level decoding, for determining ELLs’ English reading comprehension in the third and fifth grades, using data from a nationally representative dataset, the Early Childhood Longitudinal Survey (ECLS-K). Literature in both first (L1) and second language (L2) reading comprehension development suggest that, in addition to word- and text-level decoding factors, oral language skills (such as listening comprehension) also impact L2 reading comprehension. This study found that while English word-level decoding skills were the strongest predictors of ELLs’ English reading comprehension in third grade, both third and fifth grade English oral language skills were stronger at predicting fifth grade ELLs’ English reading outcomes, thereby confirming the hypotheses grounded in the conceptual frameworks of ELL reading comprehension development (Proctor et al., 2005; Zadeh et al., 2011; Kim, 2015).
These findings suggest that screening fifth grade ELLs using English oral language measures may be more effective at predicting potential difficulty in reading comprehension than traditional fluency measures (such as DIBELS ORF). Moreover, while English word-level decoding factors are stronger predictors for third grade English reading comprehension, these findings indicate that third grade English oral language measures may be better at determining how ELL students will perform in English reading comprehension as they conclude elementary school in fifth grade than traditional fluency and decoding measures. In sum, the results of this study underline the importance of instruction, intervention and assessment in English oral language skills as critical components of literacy programming for elementary ELLs.
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Nikolopoulos, Dimitris S. "Cognitive and linguistic predictors of literacy skills in the Greek language : the manifestation of reading and spelling difficulties in a regular orthography." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/1348744/.
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The aim of this thesis was three-fold: firstly, to examine the development of reading and spelling abilities in the Greek language; secondly, to identify the cognitive predictors of reading and spelling skills; and finally, to establish how developmental dyslexia is manifested in the regular Greek orthography. An extensive battery of cognitive, linguistic, and literacy tasks was administered to 132 children: 66 Grade-2 and 66 Grade-4 Greek-speaking children attending four different schools in Athens, Greece. The battery included: tests of reading, spelling, and mathematical attainment; a nonword reading task, various phonological awareness & other phonological processing tests; a non-verbal intelligence test and various syntactic awareness tasks. Evidence on the manifestation of developmental dyslexia in Greek was based on a chronological-age and a reading-level matched-pairs comparison between poor and average readers. Despite a large number of difficult polysyllabic word stimuli, reading accuracy was at ceiling for most subjects. Reading speed proved a more effective measure of individual differences. A high degree of accuracy was also observed on many phonological awareness tests. Rapid naming, phonological awareness and speech rate proved the most important predictors of reading ability in the regular Greek language. The predictive value of many variables/tests, however, appeared to differ between English and Greek. Phonological awareness - the most powerful and stable predictor in English - appeared to be a reliable predictor of reading ability only at the initial stages of literacy development (Grade-2). The most significant predictor at Grade-4 was rapid naming. Speech rate consistently predicted reading skill in all our analyses. Syntactic awareness proved not a reliable predictor. Its contribution was significant only for spelling ability at Grade-4. The matched-pair comparisons supported the above results. Results are discussed in relation to the existing differences in the orthographic structure of the English and Greek languages. It is suggested that the examination of linguistic differences is important, both, from a theoretical and clinical point of view.
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Bignon, Matthieu. "Predictors of decoding acquisition in newcomer non-francophone children : a focus on visual-verbal paired associate learning." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. https://pepite-depot.univ-lille.fr/ToutIDP/EDSHS/2024/2024ULILH015.pdf.
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L'objectif de cette recherche était de jeter les bases de la création d'outils de détection précoce des difficultés de lecture chez les enfants allophone nouvellement arrivés (EANA) en âge de fréquenter l'école primaire. Nous avons recruté 179 enfants EANA et 259 enfants français, appariés sur la durée de fréquentation de l'école primaire qui ont passé une série de tests cognitivo-linguistiques. Les scores de décodage des scores des enfants EANA étaient inférieurs à ceux des enfants français et présentaient une grande hétérogénéité. Ceux qui avaient commencé à apprendre à lire dans une autre langue, surtout s'il s'agissait d'une orthographe latine, obtenaient des scores plus élevés que les autres. Les plus jeunes avaient des scores plus faibles que les enfants plus âgés. Le fait que les enfants aient été scolarisés avant leur arrivée en France et la famille linguistique des langues parlées (autres que le français) ne présentaient pas d'effet sur les compétences en décodage. Ensuite, nous avons observé que les principaux prédicteurs cognitivo-linguistiques de la lecture (conscience phonologique, dénomination rapide automatisée, mémoire phonologique à court terme et vocabulaire) expliquaient une grande partie de la variance des scores de décodage chez les enfants EANA. Conformément à la littérature antérieure sur l'évaluation du langage oral des apprenants de langues secondes, nous avons souligné l'importance de gérer la distance typologique entre les langues premières et le français, ainsi que le degré d'exposition au français. Dans ce sens, nous avons examiné le pouvoir prédictif d'un test d'apprentissage de paires associées visuelle-verbale (PAL) qui ne devrait pas être biaisé par la quantité d'exposition au français et pour lequel il était possible de créer des items indépendants des propriétés typologiques du français. Les scores de PAL visuelle-verbale était fortement corrélés aux compétences de décodage et présentaient une contribution unique comparable aux autres prédicteurs cognitivo-linguistiques chez les enfants EANA. Chez les enfants français, ils présentaient une corrélation simple modérée avec les compétences de décodage et une faible contribution unique au-delà des autres prédicteurs. Nous avons examiné les mécanismes qui expliquent la relation entre la PAL visuelle-verbale et les compétences de décodage en effectuant une revue systématique de la littérature. La littérature antérieure a montré que les mécanismes d'apprentissage verbal de la PAL visuelle-verbale étaient au cœur de sa relation avec les compétences de décodage, du moins dans les orthographes alphabétiques, et que l'apprentissage d'association cross-modale pouvait également être impliqué, bien que les résultats soient incohérents. Nous avons testé ces composantes dans le sous-échantillon contrôle français de notre première étude et avons montré que l'apprentissage verbal expliquait mieux la relation entre la PAL visuelle-verbale et les compétences de décodage. Selon la littérature, cette relation pourrait être plus forte avec la lecture de mots complexes (mots avec des graphèmes contextuels ou bien des mots irréguliers) qu'avec la lecture de mots simples. Nous avons donc mené une deuxième étude auprès de 186 enfants de première année, mais nous n'avons pas pu confirmer cette hypothèse. Cela suggère, soit qu'il n'y a pas de relation causale entre la PAL visuelle-verbale et les compétences de décodage, soit que l'apprentissage verbal est important pour le décodage en général, quelle que soit la complexité des graphèmes ou la régularité des mots. De futures études longitudinales contrôlant tous les prédicteurs cognitivo-linguistiques sont nécessaires pour dénouer ces résultats inconsistents et déterminer si la PAL visuelle-verbale peut représenter un outil sensible pour détecter les enfants à risque d'échec en lecture, en particulier chez les enfants EANAThe strategic aim of this research was to lay the foundations for the creation of tools for the early detection of reading difficulties in newcomer non-francophone children (EANA) of primary school age. To this end, we recruited 179 EANA children and 259 French children. The two groups were matched on the duration of attendance at primary school. They completed a series of cognitive and linguistic tests, and parents answered questionnaires on languages spoken and previous schooling. We observed that EANA children's decoding scores were lower than those of French children and showed considerable heterogeneity. Children who had started to learn to read in another language, especially if it was a Latin orthography, obtained higher scores than others. Younger children had lower scores than older children, probably due to greater experience of reading in their first language. Whether the children had attended school before arriving in France and the language family of the languages spoken (other than French) had no effect on word reading skills. Then, we observed that the main cognitive-linguistic predictors (phonological awareness, rapid automatized naming, phonological short-term memory and vocabulary) explained much of the variance in decoding skills among EANA children. In line with previous literature on oral language assessment of second language learners, we stressed the importance of managing the typological distance between first languages and French, as well as the degree of exposure to French. With this in mind, we examined the predictive power of a visual-verbal paired associate learning task (PAL), arguing that it should not be biased by the amount of exposure to French, and that it is possible to create items that are independent of the typological properties of French. Visual-verbal PAL scores were strongly correlated with decoding skills and showed a unique contribution comparable to other cognitive and linguistic predictors in EANA children. In French children, they showed a moderate simple correlation with decoding skills and a low unique contribution. We further investigated the mechanisms that explain the relationship between visual-verbal PAL and decoding skills by conducting a systematic review. Previous literature has shown that the verbal learning mechanisms of visual-verbal PAL are central to its relationship with decoding skills, at least in alphabetic orthographies, and that cross-modal association learning may also be involved, although the results are inconsistent. We tested these components in the French subsample of our first study and showed that verbal learning best explained the relationship between visual-verbal PAL and decoding skills. According to the literature, this relationship may be stronger with the reading of complex words (words with contextual graphemes and irregular words) than with the reading of simple words. We therefore conducted a second study of 186 first-grade children as part of a second data collection but were unable to confirm this hypothesis. This suggests either that there is no causal relationship between visual-verbal PAL and decoding skills, or that verbal learning is important for word and nonword decoding in general, regardless of grapheme complexity or word regularity. Future longitudinal studies controlling for all cognitive-linguistic predictors of decoding skills are needed to determine whether visual-verbal PAL has a causal contribution to decoding skills in French and may represent a sensitive tool for detecting children at risk of reading failure (particularly among EANA children) in combination with other measures
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Olugbeko, Smart Odunayo. "Reciprocal and semantic mapping instructional strategies as predictors of pre-service teachers' performance in, and attitude to, reading comprehension : a quasi-experimental study." Thesis, Staffordshire University, 2018. http://eprints.staffs.ac.uk/4850/.
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The significance of reading comprehension as an integral part of English language and education has been emphasised over time. Yet students’ poor performance in reading comprehension has been on the increase. There have been various efforts at improving teachers’ strategies of teaching reading comprehension but the results have not justified these huge efforts. Thus, there is need to look up to other strategies that could be used to improve the quality of reading among pre-service teachers with a view to improving their performance and attitude to reading comprehension and subsequently improve the reading comprehension of their students. Against this background, this study investigated the effects of reciprocal and semantic mapping instructional strategies on pre-service teachers’ performance and attitude to reading comprehension. The study also examined the moderating effects of verbal ability and gender on pre-service teachers’ performance and attitude to reading comprehension. The effectiveness of the intervention programme was determined using a pre-test, post-test, quasi-experimental design. 180 pre-service teachers in two Colleges of Education in Nigeria participated in the study. 14 research questions and hypotheses were formulated and tested at 0.05 level of significance. The instruments used were Reading Comprehension Achievement Test, Attitude to Reading Comprehension Questionnaire, Verbal Ability Test, Instructional Guides and Semi-structured Interviews. The quantitative data collected were analysed using Analysis of Covariance (ANCOVA), T-Test and Scheffe Post-hoc Analysis. Analysis of the quantitative data in post-treatment round revealed that there were statistically significant differences between the experimental group and control groups in reading comprehension. Those exposed to reciprocal instruction obtained highest reading comprehension achievement scores. Also, treatment made a significant difference to pre-service teachers’ attitude to reading comprehension. The analysis recorded significant effect of gender on pre-service teachers’ performance in reading comprehension while there was no significant effect of gender on pre-service teachers’ attitude to reading comprehension. Also, verbal ability had no significant effect on pre-service teachers’ performance and attitude to reading comprehension. A semi-structured interview was conducted before and after the intervention with a sample of 30 participants of which 10 were in control groups and 20 in experimental groups. Analysis of the qualitative data from the pre-treatment interviews conducted with the pre-service teachers in both the experimental and control groups revealed negative attitude of pre-service teachers towards reading comprehension but in the post-treatment interviews the experimental group demonstrated positive attitude towards reading comprehension. The findings gave empirical support to constructivism theory, one of the most widely used educational theory to explain what students can achieve in learning when they are presented with learning strategies that foster collaboration and active engagement of all members of the learning community. It is therefore recommended that teachers should be trained to understand the importance and use of participatory learning strategies and how students learn more when they interact with their peers. Future research should be directed towards examining the effectiveness of the instructional strategies on undergraduate level pre-service teachers.
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Carr, John D. "Florida school indicator report data as predictors of high school adequate yearly progress (AYP)." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4864.
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The focus of this research was to identify variables reported in the 2008-2009 Florida School Indicator Report (FSIR) that had a statistical impact, positive or negative, on the likelihood that a school would achieve Adequate Yearly Progress (AYP) in reading or mathematics using the logistic regression technique. This study analyzed four broad categories reported by the FSIR to include academic, school, student, and teacher characteristics. FSIR and AYP data was collected for 468 Florida high schools that were categorized by the Florida Department of Education as presenting a comprehensive curriculum to grades 9-12 or grades 10-12. It was determined in this study that academic data associated with ACT results and the grade 11 FCAT Science were effective predictors of a school's academic health in reading and mathematics. Student absenteeism showed the greatest impact on a school obtaining AYP in reading while the percentage of students qualifying for free and disabled populations within a school showed the greatest impact on a school obtaining AYP in mathematics. Teachers teaching out of field were identified as having a negative influence on AYP in reading and mathematics while a teacher's experience was considered a positive influence on AYP in mathematics only. Further research is necessary to fully explore the use of logistic regression as a predictive tool at the state, school district, and school level.ID: 029809839; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 241-250).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education
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Ram, Gayatri. "Role of Phonological Opacity and Morphological Knowledge in Predicting Reading Skills in School-Age Children." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385484713.
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Karrh, Kristen D. "Predictors of student achievement in grade 7 the correlations between the Stanford Achievement Test, Otis-Lennon School Ability Test, and performance on the Texas Assessment of Knowledge and Skills (TAKS) math and reading tests /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Crosby, Robert Glenn III. "Reading Attitudes as a Predictor of Latino Adolescents' Reading Comprehension." Thesis, University of California, Riverside, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600555.
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Although literacy skills have been associated with critical academic, social, and economic outcomes, most adolescents in the United States lack basic proficiency in reading comprehension. Experts in the field of adolescent literacy have identified affective components of reading (e.g., reading attitudes) as a critical topic in need of further research. Prior research has found a significant correlation between affective components of reading and reading comprehension, even after controlling for cognitive covariates (e.g., vocabulary). However, the bulk of this research has been limited to first language learners and children in the early grades. Therefore, this study extends the reading attitudes literature by examining these relationships among Latino adolescents, including those who speak English as a second language. Furthermore, reading attitudes has predicted reading comprehension growth among certain populations, although the mechanisms behind this relationship are unclear. This study theorizes that reading attitudes promotes reading development by facilitating incidental vocabulary acquisition through increased reader engagement and implicit strategy use. Therefore, this study also extends the literature by determining whether reading attitudes predicts vocabulary growth from September to June of ninth grade. Participants were 128 ninth grade students in a low-income, predominantly Latino high school. 24% spoke English only (EO), 26% were from Spanish-speaking homes but had been determined to be initially fluent-English-proficient (I-FEP) at enrollment, 21% were classified as “true” English learners (ELs) who had not yet attained proficiency in English, and 29% were former English learners who had been redesignated fluent-English-proficient (R-FEP). Reading attitudes were assessed using an adapted form of the Elementary Reading Attitudes Survey (ERAS), which contains both recreational (ERAS-R) and academic (ERAS-A) reading subscales. In a hierarchical regression analysis (HRA), the ERAS-R independently predicted reading comprehension after controlling for language group, vocabulary, and word reading ability (i.e., decoding, word recognition, and fluency). No language group interactions were detected. In a second HRA, the ERAS-R predicted students’ vocabulary at the end of ninth grade after controlling for language group, prior vocabulary achievement, and word reading ability. However, reading attitudes only predicted vocabulary development for EO and R-FEP students, while no effect was present for I-FEP children and “true” ELs.
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Guihard-Lepetit, Sylviane. "Développement de la lecture chez des enfants présentant une déficience intellectuelle bénéficiant d'une ULIS École : étude longitudinale." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMR089.
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Le paradigme actuel de pleine participation sociale place la lecture en compétence fondamentale. Dans ce contexte, notre thèse cherche à comprendre le développement de la lecture dans la déficience intellectuelle et d’approcher des interrelations possibles entre les différents domaines cognitifs et la lecture. Notre étude longitudinale suit le développement de la lecture d’une trentaine d’enfants non-lecteurs bénéficiant d’un dispositif Ulis Ecole dans l’Académie de Rouen. Le protocole expérimental évalue la lecture et des compétences générales et spécifiques impliquées en lecture durant trois années scolaires. Pour comparaison, une trentaine d’enfants non-lecteurs ne présentant pas de déficience intellectuelle est évaluée avec le même protocole de la grande section au CE1.Les séquences développementales de la lecture observées mettent en évidence l’importance de la connaissance du nom et du son des lettres dans le développement de la lecture dans la déficience intellectuelle, tandis que les compétences phonologiques se développeraient en appui sur ces connaissances de la langue écrite. Toutefois, ces enfants peuvent présenter des profils de lecteurs en développement identiques à ceux d’enfants au développement typique. Ces résultats questionnent la définition et le développement de la conscience phonologique, ses interrelations avec la mémoire phonologique et son impact sur le niveau de lecture ultérieur. Les retombées sociales de notre recherche visent un changement de représentation du potentiel de développement de la lecture dans la déficience intellectuelle pour une école inclusive où les besoins doivent guider la réponse à l’intervention et non le diagnosticToday, full social participation paradigm places reading in fundamental competence. In this context, our thesis seeks to understand reading development in intellectual disability and to approach possible interrelations between different cognitive domains and reading. Our longitudinal study follows reading development of thirty non-reading children in Ulis School in Rouen Academy. The experimental protocol measures reading skills and general and specific skills involved to read during three school years. For comparison, 30 non-readers children without intellectual disability are evaluated with the same protocol from preschool third year to primary school second year. The developmental sequences of reading observed further highlight the importance of knowledge of the name and sound of letters in the development of reading in intellectual disability, while phonological skills would develop due to this written language knowledge. However, these children may have similar developing reader profiles to those of typically developing children. These results question the definition and development of phonological awareness, its interrelations with phonological memory and its impact on the future level of reading. The social benefits of our research aim to change the representation of the reading developmental potential in intellectual disability for an inclusive school where needs must guide the response to the intervention and not the diagnosis
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Dunn, Michael W. "Diagnosing disability through response-to-intervention an analysis of Reading Recovery as a valid predictor of reading disabilities /." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3183465.
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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005.Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2890. Chairperson: Genevieve Manset Williamson. Title from dissertation home page (viewed Oct. 5, 2006).
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Paleologos, Timon M. Brabham Edna R. "The effectiveness of DIBELS oral reading fluency as a predictor of reading comprehension for high- and low-income students." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PALEOLOGOS_TIMON_23.pdf.
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Feiler, Anthony. "Success and failure in early literacy : teachers' predictions and subsequent intervention." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/53373b15-31d5-4f52-8ee6-76a09039a5cb.
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Paterson, Gregory David. "Standardized Assessment Results as a Predictor of Student Reading Success in New Brunswick, Canada." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10160960.
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Many Canadian school districts use standardized reading achievement data to support reading instruction. Over 30% of 9th-grade students in the Anglophone School District-South (ASD-S) have not met targets for the English Language Proficiency Assessment (ELPA), a graduation requirement in New Brunswick, Canada. This study compared archival reading scores of 6th-grade students from 2009-2012 with the same students’ scores in 9th-grade from 2012-2015, to determine if 6th-grade scores were a predictor of 9th-grade results. Rendering the impact illiteracy plays on society, this study applied the theoretical framework of social theory from Bourdieu’s (1977, 1984, 1986) view of social mobility and Turner’s (1960) view of contest mobility. A quantitative design employed a regression analysis to determine how standardized reading scores for three cohorts of students in 6th-grade between 2009-2012 compared with the reading achievement test scores as 9th-grade students in 2012-2015. A sample of 1,200 students was selected. A paired samples t test determined which level(s) of reading comprehension (literal, inferential, or critical) presented the most difficulties for students between 2009-2015. Results of the study concluded that 6th-grade overall reading scores were a predictor of 9th-grade overall scores and that inferential and critical levels of reading comprehension were areas of concern. These findings are intended for administrators and District leadership in ASD-S to support the implementation of an intervention year in Grades 7 and 8 to address this problem. This research promotes positive social change by identifying potential pathways for improving adolescent reading skills for New Brunswick youth.
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Henschler, M. Jane Lamal. "COMPASS-Reading Scores as a predictor for success in the general education course, Written Communication." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006henschlerj.pdf.
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Cantor, Brenlee Gayle. "Rapid automatized naming as a predictor of children's reading performance What is the role of inattention? /." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-07122009-150206/.
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Thesis (Ph. D.)--Florida State University, 2009.Advisor: Christopher J. Lonigan, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed on Oct. 13, 2009). Document formatted into pages; contains vii, 83 pages. Includes bibliographical references.
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Marley, Scott C. "CAN TEXT-RELEVANT MOTOR ACTIVITY IMPROVE THE RECALL OF NATIVE AMERICAN CHILDREN? TESTING PREDICTIONS DERIVED FROM GLENBERG'S "INDEXICAL HYPOTHESIS"." Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/193957.
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The present study extends previous research on motoric activity and imagery production to the text processing of Native American learning-disabled students and third-grade regular-education students. Two experiments were developed to test predictions derived from Glenberg's (1997) "indexical hypothesis". Experiment 1 was performed with learning-disabled Native American students listening to narrative passages under one of three randomly assigned listening strategies: free-study, visual, and manipulate. Experiment 2 was performed with regular-education Native American third graders reading similar passages under one of three randomly assigned reading strategies: reread, observed manipulation, and manipulation. With the learning-disabled students, statistically significant improvements in memory for story events, locations, objects, and actions were observed on cued- and free-recall outcomes when toys representing story characters and settings were present during encoding. Facilitative strategy transfer was not apparent when the toys were removed. With the third-grade students, similar benefits were found when the toys were present. In addition, students who had access to the toys during a training period performed significantly better on cued- and free-recall measures relative to reread students when the toys were no longer present.
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White, Steven Lee. "Predictors for readings to engage in low-risk HIV behaviors in men who have sex with men /." View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3118439.
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Mabey, Christine Meagor. "Achievement of black pupils : reading competence as a predictor of exam success among Afro-Caribbean pupils in London." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019574/.
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Rhodes, Kirk Lamar. "Self-Perception as a Predictor of Academic Performance in Adolescents With Learning Disabilities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1657.
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Adolescents often suffer with negative feelings and low self-esteem, leading to an overall negative self-perception. Prior researchers have linked adolescent self-perception, academic performance, and learning disabilities, but more research is required. This quantitative study examined relationships between self-perception of reading, writing, spelling, and mathematics competence. In addition, global self-worth was examined through the Harter-Renick Self-Perception Profile for Learning Disabled Students (HRSPP). Student academic performance as measured by Stanford Achievement Test-10 Total Reading (SATrd) and Total Math (SATmh) scores among adolescents with learning disabilities were also examined. Student records from the Green School were gathered (n = 128), with their perceived intellectual ability, reading, writing, spelling, mathematics competence, and global self-worth (GLOSW) HRSPP subscale scores treated as predictors. Participants' chronological age and specific learning disability (SPLD) served as maturation and selection effect modifiers. SATrd and SATmh were dependent variables in a multiple regression analysis using step-wise data entry. GLOSW emerged as a significant predictor variable, ï?¢ï? = .185, t (2.12) = .036, p < .05 with SATrd as the dependent variable. Thus, the higher the GLOSW HRSSP score was, the higher the SATrd score was as well. No significant predictors of criterion variable SATmh existed. These results could elucidate ways to help students with learning disabilities enhance self-esteem, which may lead to improved academic success and overall positive social change.
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Burgoyne, Christine Anne. "The importance of identifying particular strengths : spatial ability in pupils who are at risk of not learning to read." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3150.
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Recent studies have shown that there may be evidence that children with reading difficulties have particular compensatory spatial ability, although the exact spatial ability has not been identified. This study used qualitative and quantitative methods to examine closely two spatial abilities, spatial visualisation (mental rotation from memory) and visual realism (three-dimensional drawing and construction ability) in students with reading problems and students with no problems. The aim was also to explore the question of whether students with spatial ability and reading problems were encouraged to use these strengths either in or out of school and whether such abilities could be identified in the early years environment. Equally, the question of motivational failure related to possible unrecognised potential, particularly in the area of non-verbal/spatial ability was also examined. This study used longitudinal case studies with five children and their mothers over a period of ten years. Interviews were transcribed and analysed using a grounded theory approach. Researcher observations as the teacher of the five children in their primary years provided additional evidence of their reading and spatial abilities at an early age. In addition, the study uses a Further Education College survey that examines spatial ability and reading problems in 133 post-16 year olds that provides the quantitative element of the study providing evidence about students with spatial abilities and their career choices. The data analysis revealed that the five case studies had largely overcome their reading problems due to early intervention strategies for reading together with encouragement and support outside school for their spatial abilities. Additionally, they have pursued careers, which for the most part, uses their spatial skills. The data analysis of the College survey showed that the link between spatial ability and reading problems was less secure, although there were a number of students with Specific Learning Difficulties (SpLD) who had high spatial abilities and this proved to be important from the point of view of identifying strengths alongside weakness in literacy, particularly in the early years at school. Early identification and acknowledgement of spatial ability as a perceived strength and used to support learning, as opposed to identification of reading problems, a perceived deficit, proved to be a key finding of the research.
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Vannoy, Martha. "Placement in the prekindergarten bilingual and English as a second language programs as a predictor of reading achievement of 3rd grade students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4680/.
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At the beginning of the 21st century, few challenges for educators compared to that of meeting the academic needs of the growing number of limited English proficient (LEP) students. Divergent views on whether those needs were best met through instruction in the student's first language and English, known as bilingual education, or instruction solely in English, compounded the challenge and led to varied language support programs. The present study looked at the prekindergarten (preK) language support program as a predictor of 3rd grade reading achievement of students with the intention of helping educators understand how best to serve LEP students. The study included an analysis of 3rd grade reading achievement for four groups of students with a primary home language of Spanish who attended bilingual or ESL prekindergarten. Multivariate analysis of variance (MANOVA) followed by descriptive discriminant analysis (DDA) was used to analyze scores from the Iowa Tests of Basic Skills (ITBS) reading test and the Texas Assessment of Knowledge and Skills (TAKS) reading test. No statistically significant difference in 3rd grade reading achievement was found among the four groups at the .05 level. There was, however, a small-to-medium effect size. The MANOVA indicated that the group to which the students belonged accounted for 5.5% of the variance in their scores. The DDA revealed the ITBS explained most of the difference in the group performance. The findings suggest that ESL instruction is a viable option to bilingual instruction for LEP preK students.
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Adkins, Carrie M. "The correlation between Wechsler Adult Intelligence Scale III and Woodcock-Johnson III Cognitive Abilities and WJ III achievement for college students which is a better predictor of reading achievement? /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=687.
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SCIFO, Lidia. "Abilità di apprendimento di lettura e scrittura in bambini in età prescolare e predittori di rischio." Doctoral thesis, Università degli Studi di Palermo, 2014. http://hdl.handle.net/10447/91247.
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The years from birth through age 5 are a critical time for children’s development and learning. Early childhood educators understand that at home and in early childhood education settings, young children learn important skills that can provide them with the cornerstones needed for the development of later academic skills. These patterns of learning in preschool are closely linked to later achievement: children who develop more skills in the preschool years perform better in the primary grades.
The development of early skills appears to be particularly important in the area of literacy. It is estimated that more than a third of all graders (and an even higher percentage of our at-risk students) read so poorly that they cannot complete their schoolwork successfully. Providing young children with the critical precursor skills to reading and writing can offer a path to improving overall achievement (Teale & Sulzby, 1986; Badian, 1988; Tressoldi & Vio, 1996; Whitehurst & Loningan, 1998; Ehri et al., 2005; Pepi, 2004; Cornoldi & Tressoldi, 2007; Pinto et al., 2009; Puranik & Lonigan, 2011).
The purpose of this research is to identify and discuss areas of emerging evidence on the relationship between early childhood literacy experiences and subsequent reading acquisition. We do not wish to minimize the role of oral language in early literacy development, for it serves as a companion to the development of reading and writing. First, dimensions of literacy knowledge and literacy experiences are discussed, based on data from recent primary studies and reviews of emergent literacy research. Then areas of emerging evidence are examined for instructional implications for children entering school with diverse literacy experiences (Lonigan et al., 2009 ).
In general, purpose of this study was to examine the correlations between indirect and direct measures of emergent literacy skills. Another the purpose of the present study was to examine the research that correlate emergent literacy skills and risk factors of learning disabilities in children in reading and writing . Although many advances have been made in early identification and intervention for students with reading disabilities, there has been less progress in identifying the elaboration of an effective assessment tool (in the Italian language and the languages transparent and semi-transparent like Italian) or “universal screening” for the early identification of learning disabilities that includes all the variables directly and indirectly involved in the learning of reading and writing (Jiménez, 2010; Lonigan et al., 2011).
Standardized tools that assess learning to read and writing and can be accurate in identifying variables "at risk" of learning disabilities. Because some of these students may have experienced difficulty with reading from the beginning of their school careers, but other students confront reading and writing problems for the first time in primary school.
Appropriate tools have been used for an assessment of all the skills involved in learning to read and write, according to the theoretical model of The National Early Literacy Panel (NELP; see Lonigan, Schatschneider, & Westberg, 2008a). Furthermore, we have involved the teachers in the early identification , we have showed confirming the literature that have a crucial role in learning processes. Instead, the present study is a longitudinal study in two phases (two years from 2012 to 2013), in which they were observed variables involved in learning to read and write in children from last year of kindergarten until first year of primary school. An important role in this research has been given to the influence of socio-cultural context and home literacy experiences or environment which have an important role (Puranik et al., 2010; Jiménez et al., 2009). Some children who have been assessed as "at risk" during the screening of the first phase were included in a specific training.
In general, this research is divided into three main parts and three chapters:
From emergent literacy to the risk profiles of learning of reading and writing in children (chapters I)
Risk factors of learning disabilities in children : a systematic review and international meta-analysis (chapters II)
The construction of a risk profile in reading and writing in pre-school-age children (chapters III)
These three chapters are organized as three separate searches but that are related to each other by the study of the foundations of learning to read and write in typical and atypical development. The study of learning prerequisites of reading and writing as evidenced by the extensive literature throughout the world is crucial because are involved the life span. In particular, this research is characterized by the following specific and general objectives (Table 1) .
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Bresnahan, Bryson. "Component processes in the predictors of reading achievement direct and indirect effects /." 2006. http://etd1.library.duq.edu/theses/available/etd-11152006-211910/.
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