Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12

By Yusra Ahmed, D. Francis, Mary J. York, Jack M. Fletcher, Marcia Barnes, Paulina A. Kulesz. 2016

175 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/43da183474ba0ca16a264ecec220171d27576fcc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Y. Kim
2. Nell K. Duke
3. Kelly B. Cartwright
4. C. Lonigan
5. Stephen R. Burgess
6. Amy M. Elleman
7. C. Schatschneider
8. Frank Niklas

In Statistics and Probability

1. Y. Kim
2. Nell K. Duke
3. Kelly B. Cartwright
4. Stephen R. Burgess
5. Amy M. Elleman
6. C. Lonigan
7. C. Schatschneider

Citations in the corpus

• Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) (2017, methodology): “…of reading comprehension—working memory, attentional control, vocabulary, grammatical knowledge, inference, and comprehension monitoring contribute to reading comprehension (Ahmed et al., 2016; Beck, Perfetti, & McKeown, 1982; Bowyer-Crane & Snowling, 2005; Brimo, Apel, & Fountain, in Figure 1.”
• The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, methodology): “For example, the DIME model adds background knowledge, inference, and strategies constructs (Ahmed et al., 2016), and the DIER model adds inference, comprehension monitoring, grammar, working memory, and theory of mind components (e.g., Kim, 2017).”
• Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). (2019, background): “…of studies has shown that language and cognitive skills such as working memory, vocabulary, and inference contribute to reading comprehension (e.g., Ahmed et al., 2016; Barnes et al., 1996; Cain, Oakhill, & Lemmon, 2004; Cromley & Azevedo, 2007; Daneman & Merikle, 1996; Elleman et al., 2009; Peng…”
• Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review (2017, methodology): “Component models have been used to empirically test the relationship between inference and comprehension (Ahmed et al., 2016; Cromley & Azevedo, 2007; Cromley, Snyder-Hogan, & Luciw-Dubas, 2010). One such model, the Direct and Inferential Mediational Model (DIME) model has been used to directly test”
• Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years (2018, background): “…of the SVR model through higher grades when the nature of material read increases in length and complexity, and reliance on topic-specific knowledge will be important to provide a more complete developmental account of reading comprehension (e.g., Ahmed et al., 2016; Foorman, Koon, et al., 2015).”