Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development

Elementary and middle school children were given a large battery of tests evaluating reading subskills and reading-related cognitive abilities. These measures were used to define latent representing skills and abilities believed to be important components of reading comprehension. Hypothesized relat...

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Bibliographic Details
Published in:Scientific studies of reading Vol. 11; no. 1; pp. 3 - 32
Main Authors: Vellutino, Frank R., Tunmer, William E., Jaccard, James J., Chen, RuSan
Format: Journal Article
Language:English
Published: Philadelphia Taylor & Francis Group 01.01.2007
Lawrence Erlbaum Associates, Inc
Routledge, Taylor & Francis Group
Subjects:
Ability
Ability tests
Age differences
Children
Cognitive Ability
Cognitive Development
Cognitive Measurement
Comprehension
Confirmatory factor analysis
Convergent Thinking
Elementary school students
Elementary schools
Elementary Secondary Education
Factor Analysis
Middle school students
Middle schools
Performance Based Assessment
Psychological Studies
Psychometrics
Reading
Reading Ability
Reading Comprehension
Reading Processes
Reading Tests
Research Methodology
Schematic Studies
Skills
ISSN:1088-8438, 1532-799X
Online Access:Get full text
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Summary:Elementary and middle school children were given a large battery of tests evaluating reading subskills and reading-related cognitive abilities. These measures were used to define latent representing skills and abilities believed to be important components of reading comprehension. Hypothesized relationships among these constructs were specified within the context of a structural model we call the "Convergent Skills Model of Reading Development," and developmental differences in the relative contribution made by each construct to reading comprehension performance were assessed through confirmatory factor analysis using the LISREL and AMOS programs. Results provide qualified support for the model and were interpreted as consistent with the major premises of both Gough and Tunmer's (1986) "Simple View" and Sticht's (1979) "Audread" models of reading.
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ISSN:1088-8438
1532-799X
DOI:10.1080/10888430709336632