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ERIC Number: EJ1140372
Record Type: Journal
Publication Date: 2017-May
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0663
EISSN: N/A
Pressure Points in Reading Comprehension: A Quantile Multiple Regression Analysis
Logan, Jessica
Journal of Educational Psychology, v109 n4 p451-464 May 2017
The goal of this study was to examine how selected pressure points or areas of vulnerability are related to individual differences in reading comprehension and whether the importance of these pressure points varies as a function of the level of children's reading comprehension. A sample of 245 third-grade children were given an assessment battery that included multiple measures of vocabulary, grammar, higher-level language ability, word reading, working memory, and reading comprehension. Ordinary least squares (OLS) and quantile regression analyses were undertaken. OLS regression analyses indicated that all variables except working memory accounted for unique variance in reading comprehension. However, quantile regression showed that the extent of the relationships varied in some cases across readers of different ability levels. Results suggest that quantile regression may be a useful approach for the study of reading in both typical and atypical readers and aid greater specification of componential models of reading comprehension across the ability range.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Clinical Evaluation of Language Fundamentals; Woodcock Johnson Tests of Cognitive Ability; Woodcock Reading Mastery Test; Gates MacGinitie Reading Tests
IES Funded: Yes
Grant or Contract Numbers: R305F100002