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ERIC Number: EJ1219485
Record Type: Journal
Publication Date: 2019
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0022-2194
Conditional Longitudinal Relations of Elementary Literacy Skills to High School Reading Comprehension
Petscher, Yaacov; Solari, Emily J.; Catts, Hugh W.
Journal of Learning Disabilities, v52 n4 p324-336 Jul-Aug 2019
The present study explores the longitudinal development between Grade 3 word level reading skills and higher level semantic skills to Grade 10 reading comprehension for 3,157 students. In particular, this work focused on how the developmental relations varied for subsamples of students who are English learners (EL; N = 308), students identified as specific learning disability (SLD; N = 133), and general education (Gen Ed; N = 2,716) students who have no formal classification or diagnoses. Multiple group structural equation modeling showed that the relation between Grade 3 vocabulary and Grade 10 reading comprehension did not vary across three student subgroups when accounting for Grade 3 fluency and that when controlling for students' vocabulary, the unique effect of oral reading fluency ranged from a standardized effect of ? = 0.22 to ? = 0.39 across the three subgroups. Quantile regression using estimated factor scores revealed heterogeneous relations of component skills to reading comprehension across each subgroup.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education; High Schools; Secondary Education; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Dynamic Indicators of Basic Early Literacy Skills (DIBELS)