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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| Published in: | Scientific studies of reading Vol. 11; no. 1; pp. 3 - 32 |
|---|---|
| Main Authors: | , , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Philadelphia
Taylor & Francis Group
01.01.2007
Lawrence Erlbaum Associates, Inc Routledge, Taylor & Francis Group |
| Subjects: | |
| ISSN: | 1088-8438, 1532-799X |
| Online Access: | Get full text |
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| Abstract | 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. |
|---|---|
| AbstractList | 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. 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. 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. [PUBLICATION ABSTRACT] 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 constructs 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. Adapted from the source document |
| Audience | Elementary Secondary Education |
| Author | Tunmer, William E. Chen, RuSan Jaccard, James J. Vellutino, Frank R. |
| Author_xml | – sequence: 1 givenname: Frank R. surname: Vellutino fullname: Vellutino, Frank R. organization: The University at Albany – sequence: 2 givenname: William E. surname: Tunmer fullname: Tunmer, William E. organization: Massey University – sequence: 3 givenname: James J. surname: Jaccard fullname: Jaccard, James J. organization: Florida International University – sequence: 4 givenname: RuSan surname: Chen fullname: Chen, RuSan organization: Georgetown University |
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| SubjectTerms | 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 |
| Title | Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development |
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