Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ975633 - The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students from Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ975633
Title:	The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students from Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry
Authors:	Ortiz, Miriam; Folsom, Jessica S.; Al Otaiba, Stephanie; Greulich, Luana; Thomas-Tate, Shurita; Connor, Carol M.
Descriptors:	Reading Difficulties; Recognition (Achievement); Reading Achievement; Program Effectiveness; Word Recognition; Kindergarten; Psychology; Grade 1; Reading Comprehension; Reading; Reading Ability; Emergent Literacy; Literacy; Multiple Regression Analysis; Scores; Beginning Reading; Oral Language; Reading Instruction; Phonological Awareness; Correlation
Source:	Journal of Learning Disabilities, v45 n5 p406-417 Sep-Oct 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	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 Date:	2012-00-00
Pages:	12
Pub Types:	Journal Articles; Reports - Research
Abstract:	This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and morpho-syntactic skills, and alphabetic and word recognition skills. Data were obtained for 224 culturally diverse kindergarteners (58% Black, 34% White, and 8% Hispanic or other; 58% received free or reduced-price lunch) from a larger study conducted in seven predominantly high poverty schools (n = 20 classrooms) in a midsized city school district in northern Florida. Results from a hierarchical multiple regression (with variables in the ecological domain entered first, followed by the psychological and cognitive domains) revealed a model that explained roughly 56% of the variance in first grade reading achievement, using fall-of-kindergarten predictors. Letter-word reading and morpho-syntactic skill were the strongest significant predictors. The findings largely support the CMR model as a means to understand individual differences in reading acquisition and, in turn, to support data-based instructional decisions for a wider range of children. (Contains 4 tables.)
Abstractor:	As Provided
Reference Count:	40

Note:	N/A
Identifiers:	Florida; Stanford Achievement Tests; Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0022-2194
Audiences:	N/A
Languages:	English
Education Level:	Early Childhood Education; Elementary Secondary Education; Grade 1; Kindergarten
Direct Link:	http://dx.doi.org/10.1177/0022219411431242

Back to Search Results