ERIC Number: EJ544230
Record Type: CIJE
Publication Date: 1997
Reference Count: 0
A Structural Equation Model for Reading Comprehension Based on Background, Phonemic, and Strategy Knowledge.
Willson, Victor L.; Rupley, William H.
Scientific Studies of Reading, v1 n1 p45-63 1997
Presents a model of reading comprehension development from a cognitive perspective. Employs structural equation analytical methods to evaluate within- and cross-grade relations among theoretically relevant variables. Finds phonemic knowledge drives comprehension for grades two and three; background knowledge has its greatest effect in grades three and four; and in the upper grades, strategy knowledge dominates and background knowledge becomes almost irrelevant. (RS)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Authoring Institution: N/A
Note: Published by Lawrence Erlbaum Associates, Inc., Journal Subscription Dept., 10 Industrial Ave., Mahwah, NJ 07430-2262.