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Direct linkKim, Young-Suk Grace; Petscher, Yaacov – Annals of Dyslexia, 2021
We investigated the contributions of multiple strands of factors--individual characteristics (struggling reader status, working memory, vocabulary, grammatical knowledge, knowledge-based inference, theory of mind, comprehension monitoring), a text feature (narrative vs. expository genre), and question types (literal and inferential)--to one's…
Descriptors: Reading Comprehension, Oral Language, Listening Comprehension, Elementary School Students
Download full textKim, Young-Suk Grace; Petscher, Yaacov – Grantee Submission, 2020
We investigated the contributions of multiple strands of factors--individual characteristics (struggling reader status, working memory, vocabulary, grammatical knowledge, knowledge-based inference, theory of mind, comprehension monitoring), a text feature (narrative vs. expository genre), and question types (literal and inferential)--to one's…
Descriptors: Reading Comprehension, Oral Language, Listening Comprehension, Elementary School Students
Penny Levickis; Dan Cloney; Maude Roy-Vallières; Patricia Eadie – Early Education and Development, 2024
Research Findings: This study aims to extend our knowledge regarding contributions of educator--child interactions to child language outcomes by examining the extent to which specific dimensions of the CLASS observational tool of educator-child interactions are associated with child language abilities, utilizing data from an Australian…
Descriptors: Child Development, Early Childhood Education, Verbal Ability, Foreign Countries
Benson, Nicholas F.; Beaujean, A. Alexander; Donohue, Ashley; Ward, Emily – Journal of Psychoeducational Assessment, 2018
W scores are used in a number of commercially available tests. Due to their complex nature, it can be hard for applied researchers and practitioners to understand them or even acquire information about them beyond what is provided in technical manuals. In this article, we provide information regarding the background and derivation of W scores that…
Descriptors: Scores, Item Response Theory, Achievement Tests, Cognitive Ability
Fletcher, Jack M.; Francis, David J.; Foorman, Barbara R.; Schatschneider, Christopher – Learning Disability Quarterly, 2021
Many states now mandate early screening for dyslexia, but vary in how they address these mandates. There is confusion about the nature of screening versus diagnostic assessments, risk versus diagnosis, concurrent versus predictive validity, and inattention to indices of classification accuracy as the basis for determining risk. To help define what…
Descriptors: Dyslexia, Disability Identification, Screening Tests, Item Response Theory
Purpura, David J.; Ganley, Colleen M. – Grantee Submission, 2014
Children's early mathematics skills develop in a cumulative fashion; foundational skills form a basis for the acquisition of later skills. However, non-mathematical factors such as working memory and language skills have also been linked to mathematical development at a broad level. Unfortunately, little research has been conducted to evaluate the…
Descriptors: Preschool Children, Kindergarten, Short Term Memory, Language Skills
