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Direct linkApel, Kenn – Remedial and Special Education, 2022
The simple view of reading (SVR) framework has been used for decades to explain two general component skills considered to contribute to reading comprehension: decoding and linguistic comprehension. In the past, researchers have assessed the linguistic comprehension component using a wide range of language and/or listening comprehension measures…
Descriptors: Reading Comprehension, Decoding (Reading), Listening Comprehension, Models
Download full textApel, Kenn – Grantee Submission, 2021
The simple view of reading (SVR) framework has been used for decades to explain two general component skills considered to contribute to reading comprehension: decoding and linguistic comprehension. In the past, researchers have assessed the linguistic comprehension component using a wide range of language and/or listening comprehension measures…
Descriptors: Reading Comprehension, Decoding (Reading), Listening Comprehension, Models
Henbest, Victoria S.; Apel, Kenn – Journal of Speech, Language, and Hearing Research, 2018
Purpose: The purpose of this study was to examine the orthographic fast-mapping abilities of 5- and 6-year-old children across time to determine (a) growth in the ability to quickly acquire mental images of written words, (b) the effect of words' statistical regularities on the learning of written word images across time, (c) whether the…
Descriptors: Cognitive Mapping, Literacy, Spelling, Concept Formation
Brimo, Danielle; Apel, Kenn; Fountain, Treeva – Journal of Research in Reading, 2017
Purpose: The purpose of this study was to examine the effect(s) of syntactic knowledge and syntactic awareness on adolescents' reading comprehension. Method: One hundred and seventy-nine, 9th and 10th grade students' syntactic awareness, syntactic knowledge and reading comprehension skills were assessed. In addition, other known contributors to…
Descriptors: Syntax, Reading Comprehension, Grade 9, Grade 10
Apel, Kenn; Henbest, Victoria Suzanne – Language, Speech, and Hearing Services in Schools, 2016
Purpose: We examined grade-level differences in 1st- through 3rd-grade students' performance on an experimenter-developed affix meaning task (AMT) and determined whether AMT performance explained unique variance in word-level reading and reading comprehension, beyond other known contributors to reading development. Method: Forty students at each…
Descriptors: Elementary School Students, Grade 1, Grade 2, Grade 3
