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Steacy, Laura M.; Compton, Donald L.; Petscher, Yaacov; Elliott, James D.; Smith, Kathryn; Rueckl, Jay G.; Sawi, Oliver; Frost, Stephen J.; Pugh, Kenneth R. – Scientific Studies of Reading, 2019
As children learn to read, they become sensitive to context-dependent vowel pronunciations in words, considered a form of statistical learning. The work of Treiman and colleagues demonstrated that readers' vowel pronunciations depend on the consonantal context in which the vowel occurs and reading experience. Using explanatory item-response models…
Descriptors: Elementary School Students, Vowels, Context Effect, Pronunciation
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Petscher, Yaacov; Solari, Emily J.; Catts, Hugh W. – Journal of Learning Disabilities, 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…
Descriptors: Longitudinal Studies, Reading Skills, Grade 3, Reading Comprehension
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Fitton, Lisa; Hoge, Rachel; Petscher, Yaacov; Wood, Carla – Journal of Speech, Language, and Hearing Research, 2019
Purpose: The purpose of this study was (a) to examine the underlying components or factor structure of the Bilingual English-Spanish Assessment (BESA; Peña, Gutiérrez-Clellen, Iglesias, Goldstein, & Bedore, 2014) sentence repetition task and (b) to examine the relationship between Spanish-English speaking children's sentence repetition and…
Descriptors: Psychometrics, Bilingual Students, Bilingualism, English
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Foorman, Barbara; Herrera, Sarah; Dombek, Jennifer; Schatschneider, Chris; Petscher, Yaacov – Regional Educational Laboratory Southeast, 2017
Understanding written language is crucial to academic success in all content areas. Ensuring a strong foundation in the components of written language--that is, the literacy skills of reading, writing, and oral language--is essential if students are to read with understanding and, thus, is a primary goal of early literacy instruction and of the…
Descriptors: Kindergarten, Grade 1, Grade 2, Instructional Effectiveness
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Foorman, Barbara R.; Petscher, Yaacov; Stanley, Christopher – Society for Research on Educational Effectiveness, 2016
The idea of targeting reading instruction to profiles of students' strengths and weaknesses in component skills is central to teaching. However, these profiles are often based on unreliable descriptions of students' oral reading errors, text reading levels, or learning profiles. This research utilized latent profile analysis (LPA) to examine…
Descriptors: Profiles, Reading Skills, Language Skills, Statistical Analysis
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Kim, Young-Suk Grace; Petscher, Yaacov – Journal of Educational Psychology, 2016
Emerging evidence suggests that children's sensitivity to suprasegmental phonology such as stress and timing (i.e., prosodic sensitivity) contributes to reading. The primary goal of this study was to investigate pathways of the relation of prosodic sensitivity to reading (word reading and reading comprehension) using data from 370 first-grade…
Descriptors: Grade 1, Elementary School Students, Phonological Awareness, Intonation
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Foorman, Barbara R.; Petscher, Yaacov; Stanley, Christopher; Truckenmiller, Adrea – Journal of Research on Educational Effectiveness, 2017
The objective of this study was to determine the latent profiles of reading and language skills that characterized 7,752 students in kindergarten through tenth grade and to relate the profiles to norm-referenced reading outcomes. Reading and language skills were assessed with a computer-adaptive assessment administered in the middle of the year…
Descriptors: Reading Comprehension, Statistical Analysis, Computer Assisted Testing, Adaptive Testing
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Koon, Sharon; Petscher, Yaacov – Regional Educational Laboratory Southeast, 2015
The purpose of this report was to explicate the use of logistic regression and classification and regression tree (CART) analysis in the development of early warning systems. It was motivated by state education leaders' interest in maintaining high classification accuracy while simultaneously improving practitioner understanding of the rules by…
Descriptors: Classification, Regression (Statistics), Models, At Risk Students
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Foorman, Barbara R.; Herrera, Sarah; Petscher, Yaacov; Mitchell, Alison; Truckenmiller, Adrea – Reading and Writing: An Interdisciplinary Journal, 2015
This study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological…
Descriptors: Oral Language, Oral Reading, Correlation, Reading Comprehension
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Petscher, Yaacov; Quinn, Jamie M.; Wagner, Richard K. – Developmental Psychology, 2016
Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel…
Descriptors: Individual Development, Correlation, Longitudinal Studies, Oral Reading
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Kieffer, Michael J.; Petscher, Yaacov; Proctor, C. Patrick; Silverman, Rebecca D. – Scientific Studies of Reading, 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…
Descriptors: Elementary School Students, Language Skills, Reading Comprehension, Grade 6
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Koon, Sharon; Petscher, Yaacov; Foorman, Barbara R. – Regional Educational Laboratory Southeast, 2014
This study examines whether the classification and regression tree (CART) model improves the early identification of students at risk for reading comprehension difficulties compared with the more difficult to interpret logistic regression model. CART is a type of predictive modeling that relies on nonparametric techniques. It presents results in…
Descriptors: At Risk Students, Reading Difficulties, Identification, Reading Comprehension
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Kent, Shawn; Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kim, Young-Suk – Reading and Writing: An Interdisciplinary Journal, 2014
In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students' reading, spelling, handwriting fluency, and oral language…
Descriptors: Oral Language, Attention Control, Kindergarten, Elementary School Students
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Spencer, Mercedes; Wagner, Richard K.; Petscher, Yaacov – Journal of Educational Psychology, 2019
The present study examined the reading comprehension and receptive vocabulary skills of children with poor reading comprehension despite adequate decoding using a regression-based matching technique. Participants included five cohorts of children who were identified as typical readers (N = 70,493 - 75,553) or as children with specific reading…
Descriptors: Reading Comprehension, Vocabulary Development, Reading Difficulties, Decoding (Reading)
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Wanzek, Jeanne; Al Otaiba, Stephanie; Petscher, Yaacov – Exceptional Children, 2014
This study used a large statewide database to examine the oral reading fluency development of second- and third-grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency measures were administered to 185,367 students without disabilities (general education), 2,146 students identified…
Descriptors: Reading Fluency, Oral Reading, Reading Skills, Emotional Disturbances
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