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ERIC Number: EJ975636
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-0022-2194
The Reading Efficiency Model: An Extension of the Componential Model of Reading
Hoien-Tengesdal, Ingjerd; Hoien, Torleiv
Journal of Learning Disabilities, v45 n5 p467-479 Sep-Oct 2012
The purpose of the present study was twofold: First, the authors investigated if an extended version of the component model of reading (CMR; Model 2), including decoding rate and oral vocabulary comprehension, accounted for more of the variance in reading comprehension than the commonly used measures of the cognitive factors in the CMR. Second, the authors investigated the fitness of a new model, titled the reading efficiency model (REM), which deviates from earlier models regarding how reading is defined. In the study, 780 Norwegian students from Grades 6 and 10 were recruited. Here, hierarchical regression analyses showed that the extended model did not account for more of the variance in reading comprehension than the traditional CMR model (Model 1). In the second part of the study the authors used structural equation modeling (SEM) to explore the REM. The results showed that the REM explained an overall larger amount of variance in reading ability, compared to Model 1 and Model 2. This result is probably the result of the new definition of reading applied in the REM. The authors believe their model will more fully reflects students' differentiated reading skills by including reading fluency in the definition of reading. (Contains 7 tables and 2 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 10; Grade 6; High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A