Predicting Word Reading Ability: A Quantile Regression Study

Autor/in	McIlraith, Autumn L.
Titel	Predicting Word Reading Ability: A Quantile Regression Study
Quelle	In: Journal of Research in Reading, 41 (2018) 1, S.79-96 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12089
Schlagwörter	Regression (Statistics); Predictor Variables; Reading Ability; Phonological Awareness; Naming; Grade 1; Early Reading; Preschool Children; Kindergarten; Repetition; Vocabulary + Suchen Sie Ihr Suchwort? Regression; Regressionsanalyse; Prädiktor; Reading competence; Lesekompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Frühlesen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wiederholung; Wortschatz
Abstract	Predictors of early word reading are well established. However, it is unclear if these predictors hold for readers across a range of word reading abilities. This study used quantile regression to investigate predictive relationships at different points in the distribution of word reading. Quantile regression analyses used preschool and kindergarten measures of letter knowledge, phonological awareness, rapid automatised naming, sentence repetition, vocabulary and mother's education to predict first-grade word reading. Predictors generally varied in significance across levels of word reading. Notably, rapid automatised naming was a significant unique predictor for average and good readers but not poor readers. Letter knowledge was generally a stronger unique predictor for poor and average readers than good readers. Well-known word reading predictors varied in significance at different points along the word reading distribution. Results have implications for early identification and statistical analyses of reading-related outcomes. [Co-written with the Language and Reading Research Consortium.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01