Journal articles: 'Reading predictors'

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ERDOS, CAROLINE, FRED GENESEE, ROBERT SAVAGE, and CORINNE HAIGH. "Predicting risk for oral and written language learning difficulties in students educated in a second language." Applied Psycholinguistics 35, no. 2 (January 15, 2013): 371–98. http://dx.doi.org/10.1017/s0142716412000422.

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ABSTRACTThe extent to which risk for French as a second language (L2) reading and language learning impairment are distinct and can be predicted using first language (L1) predictors was examined in English-speaking students in total French immersion programs. A total of 86 children were tested in fall of kindergarten, spring kindergarten, and spring Grade 1 using an extensive battery of L1 predictor tests (in kindergarten) and L2 outcome tests (in Grade 1). Analyses of the kindergarten predictor scores revealed distinct underlying components, one related to reading and one to oral language. Further analyses revealed that phonological awareness, phonological access, and letter-sound knowledge in L1 were significant predictors of risk for reading difficulties in L2 while performance on L1 sentence repetition, phonological awareness, and tense marking tests in kindergarten were the best predictors of risk for L1 and L2 oral language difficulties. Both fall- and spring-kindergarten predictors predicted Grade 1 outcomes to a significant extent, with the spring-kindergarten predictors being more accurate. These results provide support for distinctive risk profiles for L2 oral language and reading difficulty and, furthermore, argue that assessment of L1 abilities can be used to make reasonably accurate predictions of later reading and/or oral language learning difficulties in L2 students.

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Kelić, Maja, Mirta Zelenika Zeba, and Jelena Kuvač Kraljević. "Reading Predictors in Croatian." Psihologijske teme 30, no. 2 (July 15, 2021): 161–84. http://dx.doi.org/10.31820/pt.30.2.1.

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Phonological awareness (PA), rapid automatised naming (RAN) and working memory (WM) are considered to be the most important factors supporting reading development. However, their relative importance varies across orthographies and age. The goal of this study was to examine reading predictors in Croatian, a language with highly transparent orthography, after three years of formal reading instruction. The study included 80 participants (mean age: 10.07 years). Reading rate and accuracy were measured using lists of words and pseudowords, and PA was measured using phoneme deletion, phoneme addition and spoonerism tasks. RAN was measured using naming of colours, and WM was measured using the WM standardised measure of digit span (WISC-IV-HR) and pseudoword repetition. In order to find the best predictors of reading rate and accuracy for both words and pseudowords, three-stage hierarchical multiple regression was conducted. The results showed that in highly transparent language when reading is automatised, RAN is the most significant predictor of both reading rate and accuracy. Although this study did not show dissociation between the predictors supporting reading speed and reading accuracy, it confirmed the importance of PA as a suppressor variable for RAN in predicting pseudowords reading time.

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Artelt, Cordula, Ulrich Schiefele, and Wolfgang Schneider. "Predictors of reading literacy." European Journal of Psychology of Education 16, no. 3 (September 2001): 363–83. http://dx.doi.org/10.1007/bf03173188.

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Puccioni, Jaime. "Predictors of Reading Achievement." Literacy Research: Theory, Method, and Practice 64, no. 1 (November 2015): 249–66. http://dx.doi.org/10.1177/2381336915617598.

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YEUNG, PUI-SZE, CONNIE SUK-HAN HO, YAU-KAI WONG, DAVID WAI-OCK CHAN, KEVIN KIEN-HOA CHUNG, and LAP-YAN LO. "Longitudinal predictors of Chinese word reading and spelling among elementary grade students." Applied Psycholinguistics 34, no. 6 (August 10, 2012): 1245–77. http://dx.doi.org/10.1017/s0142716412000239.

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ABSTRACTThe longitudinal predictive power of four important reading-related skills (phonological skills, rapid naming, orthographic skills, and morphological awareness) to Chinese word reading and writing to dictation (i.e., spelling) was examined in a 3-year longitudinal study among 251 Chinese elementary students. Rapid naming, orthographic skills, and morphological awareness assessed in Grade 1 were significant longitudinal predictors of Chinese word reading in Grades 1 to 4. As for word spelling, rapid naming was the only significant predictor across grades. Morphological awareness was a robust predictor of word spelling in Grade 1 only. Phonological skills and orthographic skills significantly predicted word spelling in Grades 2 and 4. After controlling for autoregressive effects, morphological awareness and orthographic skills were the significant longitudinal predictors of Chinese word reading and word spelling, respectively. These findings reflected the impacts of the Chinese orthography on children's reading and spelling development.

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Oh, Deborah, Diane Haager, and Michelle Windmeuller. "A Longitudinal Study Predicting Reading Success for English-Language Learners from Kindergarten to Grade 1." Multiple Voices for Ethnically Diverse Exceptional Learners 10, no. 1-2 (December 1, 2007): 107–24. http://dx.doi.org/10.56829/muvo.10.1-2.t6846p7558278818.

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This article reports findings from a longitudinal investigation of predictors of reading achievement for English-language learners receiving reading instruction in an Englishlanguage curriculum. Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessments, the study examined the predictive relationships of various measures of reading and vocabulary from the beginning of kindergarten to the end of first grade. Regression and path analysis models demonstrated that rapid letter naming was a salient predictor, whereas phonemic awareness, typically a strong predictor of reading achievement, played a diminished role. By first grade, the ability to decode simple words was a strong predictor, and by mid-first grade, reading fluency was a strong predictor. Oral vocabulary was not predictive of reading outcomes in kindergarten or first grade.

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McCormick, Christine E., Sue B. Stoner, and Scott Duncan. "Kindergarten Predictors of First-Grade Reading Achievement: A Regular Classroom Sample." Psychological Reports 74, no. 2 (April 1994): 403–7. http://dx.doi.org/10.2466/pr0.1994.74.2.403.

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Routinely collected measures for 38 children in the kindergarten program in a middle-class school in a small midwestern city were analyzed as predictors of first-grade reading achievement on the Iowa Tests of Basic Skills and of first-grade performance on the Cognitive Abilities Test. Correlations among all variables are given. Stepwise multiple regression analyses predicting the first-grade variables showed that consonant-sound-identification was the best predictor of first-grade reading achievement and that the Peabody Picture Vocabulary Test—Revised was the best predictor of cognitive ability. A second multiple regression analysis examined the contribution of each kindergarten variable to first-grade reading and cognitive scores. Analysis indicated that these children entered kindergarten with highly developed early reading skills which facilitated success with systematic reading instruction.

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Gelbar, Nicholas W., Melissa Bray, Thomas J. Kehle, Joseph W. Madaus, and Cheryl Makel. "Exploring the Nature of Compensation Strategies in Individuals With Dyslexia." Canadian Journal of School Psychology 33, no. 2 (November 12, 2016): 110–24. http://dx.doi.org/10.1177/0829573516677187.

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Some individuals with developmental dyslexia are able to acquire age-appropriate reading comprehension abilities by the time they reach postsecondary education. This study explored the role that study strategies have with secondary students with dyslexia in achieving age-appropriate reading comprehension skills. The findings of this study indicated that study strategies were not significant predictors of reading comprehension abilities, though cognitive ability was a robust predictor. Furthermore, oral reading fluency was not a significant predictor. These findings further support that as words become more complex, oral reading fluency may not be related to reading comprehension. Practical implications and suggestions for future directions in this area are discussed.

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Bryła, Paweł. "Who Reads Food Labels? Selected Predictors of Consumer Interest in Front-of-Package and Back-of-Package Labels during and after the Purchase." Nutrients 12, no. 9 (August 27, 2020): 2605. http://dx.doi.org/10.3390/nu12092605.

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The paper aims to identify selected predictors of food label use to extend our knowledge about consumer behavior related to food purchases. Two types of information were examined: front-of-package (FOP) and back-of-package (BOP), and two contexts of reading labels were distinguished: during shopping and at home. Various types of potential predictors were tested, including demographic (e.g., age, gender, household size, place of living), socioeconomic (e.g., education, professional activity, income), behavioral (e.g., purchasing certain types of products), and psychographic (e.g., importance attached to various types of information) criteria. The survey was conducted with the use of the CAWI (Computer-Assisted Web Interviews) methodology in a sample of 1051 Polish consumers. Quota sampling was applied based on sex, age, education, place of living (urban vs. rural), and region. Descriptive statistics, t-tests, ANOVAs, Pearson correlation coefficients, and multiple and retrograde step regressions were applied. In retrograde step regression models, only one predictor (self-rated knowledge about nutrition healthiness) turned out to be significant for all four measures of label reading. The remaining predictors were specific to selected measures of reading labels. The importance of the information about the content of fat and that about the health effects of consuming a food product were significant predictors of three types of food label use. This study confirms the necessity to investigate reading labels in fine-grained models, adapted to different types of labels and different contexts of reading. Our results show that demographic or socioeconomic variables are not significant predictors of reading food labels for a large group of Polish consumers.

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Buljan, Terezija, and Boris Mlačić. "Relationship between personality traits, reading tendencies, and empathy." International Journal of Personality Psychology 10 (May 30, 2024): 41–48. http://dx.doi.org/10.21827/ijpp.10.41425.

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Literature suggests that reading fiction, more than reading nonfiction, correlates positively with the reader's social cognition, chiefly cognitive empathy. Earlier studies also indicate that individual differences, especially personality traits, are relevant predictors of reading tendencies that should be considered while studying the relationship between empathy and reading. Hence, in this study we examined whether personality traits, gender, and the students' fiction and nonfiction reading tendencies predict affective and cognitive empathy. University students (N = 429) participated in this study using the following questionnaires: The Emotional Empathy and Fantasy Scale (Raboteg-Šarić, 2002), the IPIP-50 Big-Five markers (Mlačić & Goldberg, 2007), and a newly constructed reading tendencies questionnaire. The results of multiple regression analyses indicate that Big Five Intellect and Big Five Emotional stability positively predicted nonfiction-reading tendency. Moreover, Intellect, Agreeableness, and gender (female) positively predicted fiction-reading tendency, while Extraversion was a negative predictor. Also, Intellect, Agreeableness, gender (female) and fiction-reading tendency positively predicted cognitive empathy. Agreeableness and gender (female) were positive, while Emotional stability and Extraversion were negative predictors of affective empathy.

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Kim, Young-Suk, Kenn Apel, and Stephanie Al Otaiba. "The Relation of Linguistic Awareness and Vocabulary to Word Reading and Spelling for First-Grade Students Participating in Response to Intervention." Language, Speech, and Hearing Services in Schools 44, no. 4 (October 2013): 337–47. http://dx.doi.org/10.1044/0161-1461(2013/12-0013).

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Purpose The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. Method First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological, orthographic, and morphological awareness; expressive vocabulary; and RtI status (Tiers 1, 2, & 3) were predictor variables. Results The 3 linguistic awareness skills were unique predictors of word reading, and phonological and orthographic awareness were unique predictors of spelling. The contributions that these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RtI tier status. Conclusion These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy abilities. Educational implications are discussed.

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Cirino, Paul T., Cassidy M. Salentine, Abigail Farrell, Marcia A. Barnes, and Greg Roberts. "44 Shared Cognitive Predictors of Achievement." Journal of the International Neuropsychological Society 29, s1 (November 2023): 650–51. http://dx.doi.org/10.1017/s1355617723008196.

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Objective:Reading and math are related generally, and comorbidly at the level of disability. Language, working memory (WM), processing speed (PS), and attention are four domain-general processes important for reading and math separately (Floyd et al., 2003; Fuchs et al., 2010; McDougal et al., 2022). Research of shared cognitive predictors is rarer (e.g., Cirino et al. 2018; Peterson et al., 2017). Therefore, the present study aims to evaluate these factors' shared contribution to both reading and math (both timed and untimed) among middle school students. We hypothesized that each of the four cognitive domains would relate significantly to all academic outcomes, and that together, they would account for the relationship between math and reading performance. We also expected that language and attention would be more relevant for reading than for math; that WM would be more relevant for math than for reading, and that PS would be more relevant for timed than for untimed measures.Participants and Methods:Two-hundred-eighteen Hispanic middle school students completed cognitive assessments on visual attention, visual search, objective attention, behavioral attention, phonological awareness, rapid automatized naming, vocabulary, WM, and PS. Timed and untimed reading and math were measured using the KTEA-3 (Kaufman & Kaufman, 2014). Latent variables were formed, and analyses were conducted via path analyses.Results:A measurement model delineated language, attention, WM, and PS with nine latent variables with 20 indicator variables, with good model fit. Variables from each of the four domains significantly correlated with both reading and math outcomes. However, for untimed (overall R2 = 47.8%) and timed reading (overall R2 = 56.8%), language and behavioral attention were the only unique predictors. For untimed math (overall R2 = 51.8%), WM, PS, and behavioral attention were unique predictors. Finally, for timed math (overall R2 = 26.1%), WM was the only unique predictor. Reading and math were correlated with one another, whether untimed (r = .43) and timed (r = .40). Although the set of predictors reduced these correlations, the residual relation between reading and math remained significant, for both untimed (p = .002) and timed (p = .037) outcomes. When specific paths were constrained, language was found to be more important for untimed reading than untimed math but was similarly important for timed outcomes. WM was more important for math than reading, whether timed or untimed. Attention and PS were similarly important for achievement outcomes.Conclusions:The present work supported prior work documenting the relation of reading and math, and the relation of language, attention, WM, and PS to both types of achievement. However, unique contributions were much more sporadic, and some, but not all, cognitive domains showed differential prediction. These results highlight the role of shared variance among predictors (Cirino et al., 2018; Cirino et al., 2019), and raise questions as to other sources of the overlap between reading and math, whether timed or untimed. The nature of the sample also raises interesting replicability and generalizability issues but advances our understanding of the relation between cognitive and achievement skills.

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Lovett, Benjamin J., Lawrence J. Lewandowski, and Heather E. Potts. "Test-Taking Speed: Predictors and Implications." Journal of Psychoeducational Assessment 35, no. 4 (March 23, 2016): 351–60. http://dx.doi.org/10.1177/0734282916639462.

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Students often feel time pressure when taking tests, and students with disabilities are sometimes given extended time testing accommodations, but little research has been done on the factors that affect students’ test-taking speed. In the present study, 253 students at two colleges completed measures of processing speed, reading fluency, and self-reports of their reading and test-taking skills, as well as a standardized paper-and-pencil reading comprehension task. The time taken to complete the reading comprehension task was not significantly related to students’ accuracy on the task, but it was predicted by students’ reading fluency and by their self-reports of problems with timed reading/test-taking. Students’ processing speed did not significantly predict comprehension task completion time or accuracy when reading fluency and self-reports were held constant. We discuss the implications of these and other results for making determinations about extended time testing accommodations, as well as for future research studies.

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Kotaman, Hüseyin, Aslι Balcι, and Zeynep Nur Kιlιç Aydιn. "Impact of Reading Frequencies and Attitudes on Early Childhood Teachers’š Teaching Efficacy for Sustainable Development." Discourse and Communication for Sustainable Education 9, no. 2 (December 1, 2018): 79–92. http://dx.doi.org/10.2478/dcse-2018-0016.

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Abstract The purpose of the study is to examine the impact of early childhood teachers’ reading attitudes, the total number of the books they have read about their profession, the total number of the books they have read on general topics, and their teaching experience on their teaching efficacy. Participants consist of 362 early childhood teachers from 51 different cities in Turkey. Of the 362 participants, 333 are female (91%) and 29 are male (9%). The ages of the teachers range from 21 to 50, with a mean age of 27.47. The participants responded to a personal questionnaire; Early Childhood Teachers’ Teacher Efficacy Scale (ECTTES) and Reading Attitude Scale (RAS). Stepwise regression analyses for subtests CM, SE, PI, P and for total teaching efficacy indicate that reading attitude and teaching experience are significant predictors. For subtest C, reading attitude and age appear as significant predictors. For subtest IS, only reading attitude appears as a significant predictor. Accordingly, in order to improve early childhood teachers’ reading attitudes, book clubs and peer reading groups are recommended.

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Silva, Silvia Morales, Ludo Verhoeven, and Jan van Leeuwe. "Socio-cultural predictors of reading literacy in fourth graders in Lima, Peru." Written Language and Literacy 11, no. 1 (October 1, 2008): 15–34. http://dx.doi.org/10.1075/wll.11.1.03mor.

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This study investigates socio-cultural cognitive literacy predictors for reading literacy (RL), tested in 314 fourth graders from two different levels of social economic status in Lima, Peru. The following variables were tested as predictors: word decoding, vocabulary, motivation to read, reading strategies, intellectual maturity, gender, home literacy climate and social economic status. RL (reading literacy) was measured using an adapted version of the PIRLS Reading Literacy test. By using structural equation modelling, a total of 34 percent of the variance in RL could be explained. In addition to word decoding and vocabulary, motivation and social economic status were discovered to be directly predictive of RL. Furthermore, social economic status and home literacy climate were discovered to be important factors in determining the variation in other predictor variables. Intellectual maturity and gender did not appear to be significant factors contributing to RL level.

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Hatcher, Peter. "Predictors of Reading Recovery book levels." Journal of Research in Reading 23, no. 1 (February 2000): 67–77. http://dx.doi.org/10.1111/1467-9817.00103.

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Kirby, John R., Alain Desrochers, Leah Roth, and Sandy S. V. Lai. "Longitudinal predictors of word reading development." Canadian Psychology/Psychologie canadienne 49, no. 2 (2008): 103–10. http://dx.doi.org/10.1037/0708-5591.49.2.103.

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Waring, Sharon, Margot Prior, Ann Sanson, and Diana Smart. "Predictors of “Recovery” from Reading Disability." Australian Journal of Psychology 48, no. 3 (December 1996): 160–66. http://dx.doi.org/10.1080/00049539608259524.

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Frijters, Jan C., Maureen W. Lovett, Karen A. Steinbach, Maryanne Wolf, Rose A. Sevcik, and Robin D. Morris. "Neurocognitive Predictors of Reading Outcomes for Children With Reading Disabilities." Journal of Learning Disabilities 44, no. 2 (March 2011): 150–66. http://dx.doi.org/10.1177/0022219410391185.

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This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.

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Moneba, An-Jean N., and Ana Helena R. Lovitos. "Reading Attitude and Learning Motivation as Predictors of Reading Comprehension." Asian Journal of Education and Social Studies 50, no. 4 (March 7, 2024): 185–99. http://dx.doi.org/10.9734/ajess/2024/v50i41322.

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This study is aimed at investigating the significant relationship between reading attitude, motivation, and reading comprehension in Bunawan District, Davao City public elementary school learners. It employed descriptive-correlational research design which describes the relationship between two or more variables. Primary information was obtained by using adapted survey questionnaires among 250 Grade 6 learners enrolled in S.Y. 2023-2024. Three research instruments were used: the Adults Survey Reading Attitudes Questionnaire (ASRA) adapted by Anugrah, Gardner’s Attitude / Motivation Test Battery (AMI), and the Reading comprehension questionnaire adapted from the Philippine Informal Reading Inventory (Phil-Iri). This study utilized Mean, Standard Deviation, and correlation analysis through Pearson product-moment correlation. Results revealed that there is a high level of reading attitude (x=4.08, SD=.612) and motivation (x=4.06, SD=.451) but there is a very low reading comprehension (x=3.11, SD=1.006) among the respondents. Furthermore, the findings revealed no significant relationship between reading attitude and reading comprehension (r=0.032, p=0.620) and only learning motivation is a predictor of reading comprehension (r=0.200, p=0.002). This implies that the respondents have a positive attitude toward reading but it does not affect their reading comprehension. This further implies that students who are motivated to read can improve their reading comprehension. Hence, the respondents with high interest in their reading activity comprehend more than those without interest.

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VEII, KAZUVIRE, and JOHN EVERATT. "Predictors of reading among Herero–English bilingual Namibian school children." Bilingualism: Language and Cognition 8, no. 3 (November 15, 2005): 239–54. http://dx.doi.org/10.1017/s1366728905002282.

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Predictions derived from the central processing and script dependent hypotheses were assessed by measuring the reading ability of 116 Grade 2–5 Herero–English bilingual children in Namibia ranging in age from 7 to 12 and investigating possible predictors of word reading among measures of cognitive/linguistic processes. Tasks included measures of word reading, decoding, phonological awareness, verbal and spatial memory, rapid naming, semantic fluency, sound discrimination, listening comprehension and non-verbal reasoning. Faster rates of improvement in literacy within the more transparent language (Herero) supported the predictions of the script dependent hypothesis. However, the central processing hypothesis was also supported by evidence indicating that common underlying cognitive-linguistic processing skills predicted literacy levels across the two languages. The results argue for the importance of phonological processing skills for the development of literacy skills across languages/scripts and show that phonological skills in the L2 can be reliable predictors of literacy in the L1.

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Memisevic, H., D. Malec, and A. Dedic. "Development of Decoding Abilities in Bosnian-speaking Children: a Two-year Follow-up Study." Психологическая наука и образование 27, no. 5 (2022): 97–106. http://dx.doi.org/10.17759/pse.2022270508.

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Reading is one of the most important academic skills that children master in the early grades of elementary school. The simple view of reading postulates that it consists of decoding abilities and linguistic understanding. The present study aims to explore the development of decoding abilities in the Bosnian language in children from Grade 3 to Grade 5. We assessed the relationships between word reading and pseudoword reading as measures of decoding skills, and phonemic deletion task, rapid automatized naming (RAN) of letters, and RAN of objects as the predictors of decoding skills. The sample for this study comprised 36 children (16 girls, 20 boys). This study’s results showed a significant improvement in decoding skills from Grade 3 to Grade 5. The best predictor of word reading in Grade 5 was RAN of objects in Grade 3, followed by RAN of letters in Grade 3. On the other hand, the significant predictors of pseudoword reading in Grade 5 were RAN of objects and the phoneme deletion task in Grade 3. Understanding reading development from Grade 3 to Grade 5 is informative and can help create better reading instruction for all readers.

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Gallivan, Joanne. "Concept Knowledge as a Predictor of First- and Fourth-Grade Reading Achievement." Perceptual and Motor Skills 66, no. 2 (April 1988): 407–10. http://dx.doi.org/10.2466/pms.1988.66.2.407.

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The Boehm Test of Basic Concepts and the Gates-MacGinitie Readiness Skills test were compared on predicting reading achievement in Grades 1 and 4. Both tests were significant predictors of achievement in both grades. These findings show that the Boehm test has utility as a predictor of reading achievement and as a practical alternative to readiness tests.

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Tibi, Sana, and John R. Kirby. "Reading in Arabic: How Well Does the Standard Model Apply?" Journal of Speech, Language, and Hearing Research 62, no. 4 (April 15, 2019): 993–1014. http://dx.doi.org/10.1044/2019_jslhr-l-18-0193.

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Purpose We investigated the cognitive and linguistic processes that underlie reading in Arabic in relation to a well-defined theoretical framework of reading and the factors that underlie reading. Method The sample was 201 (101 boys, 100 girls) 3rd-grade Arabic-speaking children. Children were administered measures of Vocabulary, Phonological Awareness (PA), Naming Speed, Orthographic Processing, Morphological Awareness (MA), Memory, Nonverbal Ability, and 5 reading outcomes. Hierarchical regression analyses were conducted for each of the 5 reading outcomes to investigate the predictors of children's reading. Results Each of the constructs explained unique variance when added to the model. In the final models, PA was the strongest predictor of all outcomes, followed by MA. In a follow-up analysis, participants were divided into good and poor decoders, based on their Pseudoword Reading scores. Good decoders outscored poor decoders on every measure. Within-group regression analyses indicated that poor decoders relied on more component processes than good decoders, suggesting a lack of automaticity. Variance in reading outcomes was better predicted for poor decoders than for good decoders. Conclusion These results indicate that standard predictors apply well to Arabic, showing the particular importance of PA and MA. Longitudinal and instructional studies are required to determine developmental patterns and ways to improve reading performance.

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Yuan, Han, Eliane Segers, and Ludo Verhoeven. "Predictors of Early Mandarin Chinese Character Reading Development." Children 9, no. 12 (December 12, 2022): 1946. http://dx.doi.org/10.3390/children9121946.

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In the present study, we investigated the development of Chinese character reading and its predictors in 55 children from K3 (the last year of kindergarten) to G1 (first grade) in Mainland China. It was examined to what extent first graders’ Mandarin Chinese character reading was related to their phonological awareness, Pinyin letter knowledge, and visual perception skills in kindergarten. The results showed that phonological awareness, Pinyin letter knowledge, and Chinese character reading improved from kindergarten to Grade 1, with Pinyin showing ceiling effects in Grade 1. Children’s character reading in first grade was not predicted from phonological awareness in kindergarten. However, visual discrimination showed an indirect effect on Grade 1 character reading via its effect on kindergarten character reading. It can be concluded that both kindergarten visual discrimination and character reading ability facilitate first-grade reading ability for children in Mainland China.

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Stokes, Jeffery, Stephen Krashen, and John Kartchner. "Factors in the Acquisition of the Present Subjunctive in Spanish." ITL - International Journal of Applied Linguistics 121-122 (January 1, 1998): 19–25. http://dx.doi.org/10.1075/itl.121-122.02sto.

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Abstract University level students of Spanish were tested on their (acquired) competence in the subjunctive. Free reading in Spanish was a significant predictor of subjunctive competence, but length of residence in a Spanish-speaking country, formal study, and specific study of the subjunctive were not significant predictors. These results are consistent with previous research on free reading in English as a first and second language.

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Ahn, Hyobin, and Yusun Kang. "Reading Fluency and Listening Comprehension Abilities as Predictors of Reading Comprehension." English Teaching 71, no. 1 (March 31, 2016): 3–24. http://dx.doi.org/10.15858/engtea.71.1.201603.3.

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Jung, Hye Lim, Minwha Yang, and Aejin Lee. "Differences in Predictors of Reading Comprehension Across Three Reading Ability Groups." Journal of Elementary Education 32, no. 2 (May 31, 2019): 145–72. http://dx.doi.org/10.29096/jee.32.2.07.

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Akbulut, Yavuz. "Predictors of Foreign Language Reading Comprehension in a Hypermedia Reading Environment." Journal of Educational Computing Research 39, no. 1 (July 2008): 37–50. http://dx.doi.org/10.2190/ec.39.1.c.

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Murphy, Kimberly A., Laura M. Justice, Ann A. O'Connell, Jill M. Pentimonti, and Joan N. Kaderavek. "Understanding Risk for Reading Difficulties in Children With Language Impairment." Journal of Speech, Language, and Hearing Research 59, no. 6 (December 2016): 1436–47. http://dx.doi.org/10.1044/2016_jslhr-l-15-0110.

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Purpose The purpose of this study was to retrospectively examine the preschool language and early literacy skills of kindergarten good and poor readers, and to determine the extent to which these skills predict reading status. Method Participants were 136 children with language impairment enrolled in early childhood special education classrooms. On the basis of performance on a word recognition task given in kindergarten, children were classified as either good or poor readers. Comparisons were made across these 2 groups on a number of language and early literacy measures administered in preschool, and logistic regression was used to determine the best predictors of kindergarten reading status. Results Twenty-seven percent of the sample met criterion for poor reading in kindergarten. These children differed from good readers on most of the skills measured in preschool. The best predictors of kindergarten reading status were oral language, alphabet knowledge, and print concept knowledge. Presence of comorbid disabilities was not a significant predictor. Classification accuracy was good overall. Conclusion Results suggest that risk of reading difficulty for children with language impairment can be reliably estimated in preschool, prior to the onset of formal reading instruction. Measures of both language and early literacy skills are important for identifying which children are likely to develop later reading difficulties.

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Jöbstl, Viktoria, Anna F. Steiner, Pia Deimann, Ursula Kastner-Koller, and Karin Landerl. "A-B-3—Associations and dissociations of reading and arithmetic: Is domain-specific prediction outdated?" PLOS ONE 18, no. 5 (May 12, 2023): e0285437. http://dx.doi.org/10.1371/journal.pone.0285437.

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Reading and arithmetic are core domains of academic achievement with marked impact on career opportunities and socioeconomic status. While associations between reading and arithmetic are well established, evidence on underlying mechanisms is inconclusive. The main goal of this study was to reevaluate the domain-specificity of established predictors and to enhance our understanding of the (co-)development of reading and arithmetic. In a sample of 885 German-speaking children, standard domain-specific predictors of reading and arithmetic were assessed before and/or at the onset of formal schooling. Reading and arithmetic skills were measured at the beginning and end of second grade. Latent variables were extracted for all relevant constructs: Grapheme-phoneme processing (phonological awareness, letter identification), RAN (RAN-objects, RAN-digits), number system knowledge (number identification, successor knowledge), and magnitude processing (non-symbolic and symbolic magnitude comparison), as well as the criterion measures reading and arithmetic. Four structural equation models tested distinct research questions. Grapheme-phoneme processing was a specific predictor of reading, and magnitude processing explained variance specific to arithmetic. RAN explained variance in both domains, and it explained variance in reading even after controlling for arithmetic. RAN and number system knowledge further explained variance in skills shared between reading and arithmetic. Reading and arithmetic entail domain-specific cognitive components, and they both require tight networks of visual, verbal, and semantic information, as reflected by RAN. This perspective provides a useful background to explain associations and dissociations between reading and arithmetic performance.

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Lidestam, Björn, Björn Lyxell, and Gerhard Andersson. "Speech-reading: cognitive predictors and displayed emotion." Scandinavian Audiology 28, no. 4 (January 1999): 211–17. http://dx.doi.org/10.1080/010503999424644.

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Wijaythilake, M. A. D. K., R. Parrila, Tomohiro Inoue, and Sonali Nag. "Cognitive predictors of word reading in Sinhala." Reading and Writing 32, no. 7 (December 11, 2018): 1881–907. http://dx.doi.org/10.1007/s11145-018-9927-5.

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Peterson, Robin L., Richard Boada, Lauren M. McGrath, Erik G. Willcutt, Richard K. Olson, and Bruce F. Pennington. "Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences." Journal of Learning Disabilities 50, no. 4 (January 29, 2016): 408–21. http://dx.doi.org/10.1177/0022219415618500.

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The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.

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Gordeeva, T. O., and O. A. Sychev. "Educational and Motivational Predictors of Academic Achievement (Based on PISA 2018 Reading Data)." Психологическая наука и образование 29, no. 1 (March 1, 2024): 75–86. http://dx.doi.org/10.17759/pse.2024290106.

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<p>Academic achievements of teenage students are an important indicator of their further success and adaptation to life in adult society. The material of the study was the data collected for the international project PISA 2018 on a representative sample of Russian teenagers (<em>N</em>=7608). The article presents the results of studying the role of educational and motivational factors (controlling for gender and family environment) of academic achievements of Russian teenagers based on the material of PISA 2018 on reading literacy. We confirmed that regarding the environmental (family and teacher) factors in the academic achievements of schoolchildren, the role of SES as an important predictor of schoolchildren's academic achievements, the role of teacher support for active involvement in reading is significantly positive factor, and Teacher-directed instruction is negative factor. The study confirmed an important contribution of motivational variables to reading literacy, reading engagement was proved to be a positive predictor, and fixed mindset about intelligence was proved to be a negative predictor of reading literacy competence. The discussion shows that the data obtained generally corresponds to international data on predictors of academic achievement among schoolchildren based on the PISA 2018. The results obtained can be used in the context of teacher training and for improving the quality of education in Russian schools.</p>

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Bozgun, Kayhan, and Fatih Can. "The Associations between Metacognitive Reading Strategies and Critical Reading Self-Efficacy: Mediation of Reading Motivation." International Journal on Social and Education Sciences 5, no. 1 (January 20, 2023): 51–65. http://dx.doi.org/10.46328/ijonses.383.

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The aim of this study is to test the mediation of reading motivation between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. For this purpose, a sample of 482 preservice teachers studying at the education faculty of a state university located in a city center in the Central Black Sea Region in the spring semester of the 2019-2020 academic year. Participants were determined by convenience sampling method. Self-efficacy Perception Questionnaire about Critical Reading Skills, Metacognitive Reading Strategies Scale and Adult Reading Motivation Inventory were used as data collection tools. In the analysis of the data, mediation analysis was performed with the Pearson Product-Moment correlation analysis using the Jamovi software. In the findings obtained, it was found that there were positive and highly significant relationships between dependent, independent and mediator variables. Metacognitive reading strategies were found to be significant predictors of reading motivation and critical reading self-efficacy. In addition, reading motivation was found to be a significant predictor of critical reading self-efficacy. According to the findings of the mediation analysis carried out as a result of provided these assumptions, it has been revealed that reading motivations have a partial mediating role between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. In conclusion, reading motivation explains some of the relationship between metacognitive and critical reading.

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Mesquita, Ana B., Inês Salomé Morais, Luís Faísca, Alexandra Reis, and São Luís Castro. "Predictors of adult spelling in an orthography of intermediate depth." Written Language and Literacy 25, no. 1 (June 7, 2022): 99–125. http://dx.doi.org/10.1075/wll.00062.mes.

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Abstract What is the hallmark of a good speller? Spelling is a critical component in learning to become literate, but how it works in literate adults remains poorly explored. We examined word and pseudoword spelling in 214 adults in relation to general cognitive abilities, vocabulary, reading history, reading performance, phonological processing and rapid automatized naming. We conducted hierarchical multiple regression analyses to uncover predictors of spelling performance and compared a subsample of good and poor spellers to identify patterns of cognitive and language abilities associated with high vs. low spelling ability. In the regression model under test, which progressed from general cognitive and language abilities to specific reading-related skills, the most important predictor for word spelling was vocabulary, and for pseudoword spelling phonological processing (phoneme deletion). The model explained 20% of word spelling, and 8% of pseudoword spelling, variance. Good spellers outperformed poor spellers in reading connected text and pseudowords, and in phonological processing; poor spellers typically had a history of reading difficulties but similar levels of cognitive ability, word reading and RAN performance. Overall, our findings indicate that adult spelling relies more strongly on word knowledge than on reading proficiency and that, as in literacy acquisition, good phonology-related abilities are a hallmark of proficient adult spellers.

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Kim, Dae Yoon, Jeong Kon Kim, Gyeong-Eun Min, Han-Jong Ahn, and Kyoung-Sik Cho. "Malignant renal cysts: Diagnostic performance and strong predictors at MDCT." Acta Radiologica 51, no. 5 (June 2010): 590–98. http://dx.doi.org/10.3109/02841851003641826.

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Background: Utilization of multidetector-row CT (MDCT) is anticipated to improve the diagnostic accuracy and reliability for determining malignant cysts. Purpose: To assess the diagnostic accuracy, interobserver agreement, benefit of consensus reading, and strong predictors of malignancy in determining malignant cystic renal masses at MDCT. Material and Methods: Two radiologists independently rated the probability of malignancy at MDCT in 72 benign and 53 malignant cysts. The accuracy and interobserver agreement for determining malignant cysts were evaluated. The strong predictors of malignancy were determined, and in patients with interobserver disagreement for determining malignant cysts, consensus readings were performed. Results: Az value of the two readers was 0.905–0.936 and the sensitivity and specificity were 85–89% and 83–93%, respectively. The overall interobserver agreement for determining the malignant cyst was good as the κ value was 0.696 (% agreement, 61% (76/125)). Thickened irregular wall, thickened irregular septa, and enhancing soft tissue component were strong predictors for malignancy with both readers. In the 17 patients with interobserver disagreement for determining malignant cysts, the sensitivity was improved from 38–63% to 89% by the consensus reading. Conclusion: At MDCT, some false negative decisions for determining malignant cysts can be corrected by consensus reading, and thickened irregular septa, thickened irregular wall, and enhancing soft tissue component are the strong predictors of malignant cysts.

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McGeown, Sarah P., Cara Osborne, Amy Warhurst, Roger Norgate, and Lynne G. Duncan. "Understanding children's reading activities: Reading motivation, skill and child characteristics as predictors." Journal of Research in Reading 39, no. 1 (October 7, 2015): 109–25. http://dx.doi.org/10.1111/1467-9817.12060.

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Fuchs, Douglas, Donald L. Compton, Lynn S. Fuchs, Bobette Bouton, and Erin Caffrey. "The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks." Journal of Learning Disabilities 44, no. 4 (June 17, 2011): 339–47. http://dx.doi.org/10.1177/0022219411407864.

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The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students ( N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as one-point-in-time (static) measures of early alphabetic knowledge, rapid automatized naming (RAN), phonemic awareness, oral vocabulary, listening comprehension, attentive behavior, and hyperactive or impulsive behavior. An IQ test was administered in spring of second grade. Measures of reading outcomes administered in spring of first grade were accuracy and fluency of word identification skills and reading comprehension. Factor analysis using principal axis factor extraction indicated that DA loaded on a first factor that also included language abilities and IQ, which the authors refer to as the “language, IQ, and DA” factor. It was relatively distinct from two additional factors: (a) “speeded alphabetic knowledge and RAN” and (b) “task-oriented behavior.” A three-level (children nested within classroom; classrooms nested within school) random intercept model with fixed effects predictors suggested that DA differed from word attack in predicting future reading skill and that DA was a significant predictor of responsiveness to instruction, contributing unique variance to end-of-first-grade word identification and reading comprehension beyond that explained by other well-established predictors of reading development.

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Paige, David, William H. Rupley, and Leily Ziglari. "Critical Thinking in Reading Comprehension: Fine Tuning the Simple View of Reading." Education Sciences 14, no. 3 (February 22, 2024): 225. http://dx.doi.org/10.3390/educsci14030225.

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Critical thinking has been identified as an essential skill for the 21st century, yet little research has investigated its role in reading comprehension. Executive functions (EF) and critical thinking overlap, where the latter often rely on the proficient operation of EF and vice versa. Extending the simple view of reading, the active view of reading considers the contribution of language comprehension and decoding to reading comprehension by including the role of EF. In the present study, we assess 360 seventh-grade English language learners attending schools in three states in India. We gathered measures of reading comprehension, critical thinking and listening comprehension, reading fluency, academic vocabulary, and encoding. Using multiple regression to fit a linear model, the best-fit model explained 59.3% of the total variance in reading comprehension. Two indicators of critical thinking, induction and deduction, were significant predictors of reading comprehension, along with listening comprehension, encoding, and academic vocabulary. Also of interest was the result showing reading fluency to be a non-significant predictor of reading comprehension. Results of this study add empirical support for the role of critical thinking in reading comprehension.

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Tiabarte, Aulyahaq. "The Students’ Motivation and Grit As Predictors on Reading Achievement." Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora 10, no. 2 (May 28, 2024): 353–75. http://dx.doi.org/10.37567/alwatzikhoebillah.v10i2.2401.

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The objective of this study is to examine the relationship between students' reading motivation and their reading achievement, as well as the relationship between students' grit and their reading achievement. Additionally, this study aims to explore the interplay among students' motivation, grit, and reading achievement. In this research, the researcher employed two types of motivation: intrinsic and extrinsic, and two types of grit: consistency of interest and perseverance of effort. This research is a quantitative correlational study with the population consisting of fifty-five students in the sixth semester of the S1 English Study Program Regular A of Tanjungpura University in Pontianak in the academic year of 2021/2022 who already took two reading courses (intensive reading and reading skill development) on their past semesters. Data were collected using questionnaires. The questionnaires consisted of 40 reading motivation items and 8 grit items on a 4 Likert scale ranging from “Very Different from Me” to “A lot Like Me”. Based on the research findings, there is a correlation with reading achievement (r= 0.551). There exists a positive connection (r=0.748) among grit and reading achievement. Additionally, it is noteworthy that there exists a good association between an individual's motivation to read and their level of perseverance and passion towards achieving success in reading (r=0.758). The study's major findings indicate a favorable correlation between the motivation and grit of great performers. There exists a positive correlation between an individual's level of motivation and grit and their level of achievement.

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Subedi, Bidya Raj, and Clement Russell. "Multilevel Approach to Exploring Predictors of College Readiness in Reading and Mathematics." Advances in Social Sciences Research Journal 7, no. 10 (November 3, 2020): 364–78. http://dx.doi.org/10.14738/assrj.710.9226.

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For high school graduates and non-graduates, this paper explored significant student and school level predictors of college readiness in reading and mathematics for 9,952 students from 52 schools in one of the largest school districts in the United States. This study employed a two-level Hierarchical Generalized Linear Model (HGLM) that included student level (level-1) and school level (level-2) predictors in order to predict three categories of college readiness formed in combination with high school graduates and non-graduates. The results presented the list of significant predictors and across-school variances for predicting college readiness in reading and mathematics. The results found several academic, behavioral, and demographic predictors at student and school levels producing significant effects on college readiness in reading and mathematics. The across-school variance components for predicting the probabilities of mastery in college readiness both in reading and mathematics are found significant.

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Tiron, Katalin, Alois Gherguț, Adrian Marian Roșan, and Cristina Maria Bostan. "Word Reading Accuracy as a Mediator for Fluency." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 1 (February 9, 2022): 370–87. http://dx.doi.org/10.18662/rrem/14.1/524.

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This paper aims to test the predictive role of nonword reading abilities (accuracy and fluency) and rapid naming (RAN) over word reading fluency. Letter knowledge (LK) and phonological awareness (PA) for literacy were accounted for as control factors due to their ceiling effects. We test the direct impact of the main predictors and their indirect outcomes by controlling for word reading accuracy. To this end, 206 children participated and completed measures for nonword reading abilities, rapid naming, word reading accuracy, fluency, and letter knowledge, and phonological awareness. The results show that RAN and nonword reading accuracy are direct predictors of word reading accuracy. Word reading fluency is significantly associated with rapid naming. The effect of RAN, nonword reading accuracy, nonword reading fluency on word reading fluency is partially mediated by word reading accuracy. We discuss the practical implications.

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Gadušová, Zdenka, Martina Pavlíková, and Romana Havettová. "Intervention in teaching reading in a foreign language:." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 297–313. http://dx.doi.org/10.15503/jecs2021.1.297.313.

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Aim. The paper presents partial results of research aimed at the development of foreign language reading comprehension using the specially developed intervention programme. Concept. The English Reading Comprehension Intervention Program has been developed within the research project Support for reading literacy in the mother tongue and foreign language. It consists of 10 intervention units and is based on 10 identified predictors, the conscious development of which contributes to students’ success in reading comprehension. Methodology. Assumptions presented in the paper are based on the cognitive theory of learning, identifying which cognitive processes precede the predictors with the greatest share of influence, and which higher cognitive processes follow them. Based on these scientific hypotheses and research results, we have determined the predictors positively influencing reading comprehension and worth intervening in the process of development of reading comprehension.Results and conclusions. In the paper, the English Reading Comprehension Intervention Program for B1 level of language proficiency is introduced, with both the content and methodology of its class application described. The predictors of divergent thinking and ambiguity tolerance are discussed in detail as the presented example of the intervention unit is focused on their development. Originality. While intervention programmes are not a new phenomenon, the recently developed reading comprehension intervention programmes for foreign languages are a valuable contribution to teaching foreign language reading comprehension in primary and secondary schools. They provide foreign language teachers with ready-made materials, which can be immediately used in their classes and will contribute to better learning results of their students.

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Zdorova, Nina, Anastasiia Kaprielova, Anastasiya Lopukhina, Ksenia Bartseva, Olga Vedenina, Sofya Goldina, Vladislava Staroverova, and Olga Dragoy. "The Impact of Phonological and Orthographic Processing on Reading Speed in Russian-Speaking Children." Russian Journal of Cognitive Science 8, no. 1-2 (June 30, 2021): 4–13. http://dx.doi.org/10.47010/21.1-2.1.

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Phonological and orthographic processing are reported to be among the strongest predictors of reading development across different Indo-European languages. The relative impact of these factors can be modulated by cross-linguistic script and orthographic differences, as evidenced by many studies in European languages. The present study investigates the effect of phonological and orthographic processing on reading speed in 6- to 12-year-old (1 – 5 grades) Russian-speaking children (N = 117), taking into account age as a factor as well. Phonological and orthographic processing were assessed with behavioral tests. The results revealed that both skills predict reading speed in Russian. Moreover, the age of young readers can also be a non-linguistic predictor of reading speed in Russian, especially in children between 6 and 10 years old. Children aged 10 to 12 also demonstrated some variability in reading speed, although an increase in reading speed was no longer observed.

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Kerns, Kimberly, and Sadie N. Decker. "Multifactorial Assessment of Reading Disability: Identifying the Best Predictors." Perceptual and Motor Skills 60, no. 3 (June 1985): 747–53. http://dx.doi.org/10.2466/pms.1985.60.3.747.

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A multifactorial diagnostic assessment battery was evaluated using data obtained from 105 reading-disabled children and their matched controls (total N = 210). A stepwise discriminant function analysis selected five nonreading measures from among 16 as the best diagnostic predictors of reading disability. These measures included WISC-R Information and Digit Span, self-reported family histories of reading problems, and tests of symbol-processing speed and letter fluency.

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McQuade, Maria, Dora Jue Pan, Jana Chi-San Ho, JingTong Ong, Melody Chi Ying Ng, Xiangzhi Meng, and Catherine McBride. "Chinese Students Learning English as a Second Language." Education Sciences 14, no. 2 (February 10, 2024): 180. http://dx.doi.org/10.3390/educsci14020180.

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The way in which different cities teach children to read in Chinese may have an impact on the skills they later utilize to acquire English word reading skills. This study examined the relative contributions of several cognitive–linguistic measures to English word reading for Chinese students learning English as a second language in two Chinese cities, one whose school system teaches Pinyin (Beijing) and one whose school system does not teach Pinyin (Hong Kong). Students in grades 2–3 completed measures on Chinese morphological awareness (MA), Chinese phonological awareness (PA), Pinyin writing, and English word reading. In the Beijing group, it was found that PA (β = 0.334, p < 0.01) and Pinyin (β = 0.257, p < 0.05) were significant predictors of English word reading. In contrast, in the Hong Kong group, only MA (β = 0.263, p < 0.05) was found to be a significant predictor of English word reading. The difference in predictors could be due to the availability of a phonological tool (Pinyin) for the Beijing students when learning Chinese, while the Hong Kong group may have relied more heavily on learning using MA and rote memory techniques. Overall, the results from this study provide data supporting the benefits of having a phonological tool like Pinyin for Chinese children when learning to read in English.

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Toplu, Nuray Caylak, and Ismail Hakki Erten. "A Study into the Interplay Between First and Second Language Reading Motivation, Reading Habits and Vocabulary Size." Sustainable Multilingualism 22, no. 1 (June 1, 2023): 94–137. http://dx.doi.org/10.2478/sm-2023-0005.

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Summary The present study aimed to investigate the cross-linguistic effect of L1 vocabulary, reading motivation and habits on L2 vocabulary, reading motivation and habits. In this respect, proposing a model, the study aims to contribute to foreign language education and research. The data was collected through vocabulary size tests, reading motivational scales, and reading habits questionnaires from 490 participants from four different state universities. The proposed model was analyzed with the PLSSEM technique as the complex theoretical model suggested. The results revealed that L1 vocabulary size and reading efficacy were the two predictors of L2 vocabulary size; however, L1 vocabulary size was the best predictor. Whereas L1 reading habits explained L1 vocabulary size, L2 reading habits did not predict L2 vocabulary size. Although participants' most highly endorsed reading motivational dispositions in L1 and L2 differed, only intrinsic reading motivation explained reading habits in L1 and L2. Moreover, L1 reading motivation and habits statistically significantly predicted L2 reading motivation and habits. In this respect, the study suggests that L1 vocabulary size and reading habits are essential in developing L2 vocabulary size and reading habits.

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Peng, Peng, Douglas Fuchs, Lynn S. Fuchs, Amy M. Elleman, Devin M. Kearns, Jennifer K. Gilbert, Donald L. Compton, Eunsoo Cho, and Samuel Patton. "A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers." Journal of Learning Disabilities 52, no. 3 (November 1, 2018): 195–208. http://dx.doi.org/10.1177/0022219418809080.

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This study explored the developmental trajectories and predictors of word reading and reading comprehension among young at-risk readers. In fall of first grade, 185 students identified as at-risk for reading difficulties were assessed on measures of domain-specific skills (phonological awareness, letter knowledge, and vocabulary), domain-general skills (working memory, nonverbal reasoning, and processing speed), and word reading and reading comprehension. Word reading and reading comprehension were assessed again in spring of grades 1–4. Individual growth curve modeling showed that the children demonstrated decelerated growth on word reading and linear growth on reading comprehension, although their performance on both word reading and reading comprehension were consistently below average on national norms. After controlling for word reading and reading comprehension in first grade, letter knowledge predicted growth in word reading; vocabulary and nonverbal reasoning predicted growth in reading comprehension. That is, we found different developmental trajectories and different predictors for word reading and reading comprehension among our at-risk sample. Implications are discussed for theory and early reading instruction for at-risk children.

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Journal articles on the topic 'Reading predictors'

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