Is the Whole Greater than the Sum of Its Parts? Modeling the Contributions of Language Comprehension Skills to Reading Comprehension in the Upper Elementary Grades

Autor/inn/en	Kieffer, Michael J.; Petscher, Yaacov; Proctor, C. Patrick; Silverman, Rebecca D.
Titel	Is the Whole Greater than the Sum of Its Parts? Modeling the Contributions of Language Comprehension Skills to Reading Comprehension in the Upper Elementary Grades
Quelle	In: Scientific Studies of Reading, 20 (2016) 6, S.436-454 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2016.1214591
Schlagwörter	Elementary School Students; Language Skills; Reading Comprehension; Grade 6; Grade 3; Grade 4; Grade 5; Models; Morphology (Languages); Vocabulary; Syntax; Predictor Variables; Factor Analysis; Structural Equation Models; Language Tests; English (Second Language); Language Proficiency; Second Language Learning; Surveys; Reading Tests; Arizona (Phoenix); Gates MacGinitie Reading Tests; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Leseverstehen; School year 06; 6. Schuljahr; Schuljahr 06; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Analogiemodell; Morphology; Morphologie; Wortschatz; Prädiktor; Faktorenanalyse; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Language skills; Zweitsprachenerwerb; Survey; Umfrage; Befragung; Lesetest
Abstract	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 2 (Grade 3-5; N = 311) contrasted factor models of language comprehension using item level indicators of morphological awareness and vocabulary (Studies 1 and 2) and syntactic awareness (Study 2). In both studies, a bifactor model--including general language comprehension and specific factors for each language component--best fit the data, and general language comprehension was the strongest predictor of reading comprehension. In Study 2, the morphology-specific factor also uniquely predicted reading comprehension above and beyond general language comprehension. Results suggest the value of modeling the common proficiency underlying performance on tasks designed to tap theoretically distinct language comprehension skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01