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ERIC Number: EJ1120038
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1088-8438
Is the Whole Greater than the Sum of Its Parts? Modeling the Contributions of Language Comprehension Skills to Reading Comprehension in the Upper Elementary Grades
Kieffer, Michael J.; Petscher, Yaacov; Proctor, C. Patrick; Silverman, Rebecca D.
Scientific Studies of Reading, v20 n6 p436-454 2016
Language comprehension is crucial to reading. However, theoretical models and recent research raise questions about what constitutes this multifaceted domain. We present two related studies examining the dimensionality of language comprehension and relations to reading comprehension in the upper elementary grades. Studies 1 (Grade 6; N = 148) and 2 (Grade 3-5; N = 311) contrasted factor models of language comprehension using item level indicators of morphological awareness and vocabulary (Studies 1 and 2) and syntactic awareness (Study 2). In both studies, a bifactor model--including general language comprehension and specific factors for each language component--best fit the data, and general language comprehension was the strongest predictor of reading comprehension. In Study 2, the morphology-specific factor also uniquely predicted reading comprehension above and beyond general language comprehension. Results suggest the value of modeling the common proficiency underlying performance on tasks designed to tap theoretically distinct language comprehension skills.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools; Grade 3; Primary Education; Early Childhood Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: Arizona (Phoenix)
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests; Woodcock Munoz Language Survey
IES Funded: Yes
Grant or Contract Numbers: R305A090152; P50HD052120