Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development

By F. Vellutino, W. Tunmer, James Jaccard, Rusan Chen. 2007

544 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6ab0f17801cad39adb0c6a48595e0f4dce848334

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Citations in the corpus

Attentional control and the Simple View of reading (2009, background): “The Simple View does not deny that skills such as phonemic awareness, vocabulary knowledge, or orthographic awareness are important to reading; rather, it suggests that they are subskills of either decoding or language comprehension (see also Cain, Oakhill, & Bryant, 2004; Conners & Olson, 1990; de ”
Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills (2009, background): “, an age similar to that of the oldest group in our study) and in sixth/seventh grade, the contribution of oral language skills was found to increase across age (Vellutino et al., 2007).”
How Reading Books Fosters Language Development around the World (2012, background): “The hypotheses of the CSMR were tested by assessing a large array of language- and reading-related skills among relatively early readers (grades 2 and 3, n = 297) and a group of older readers (grades 6 and 7, n = 171) who were from middle-income homes.”
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, background): “Vellutino et al. (2007) examined direct and indirect relations for children in Grades 2 and 3 and found that word reading mediated the relations of phonological decoding, spelling, vocabulary, and visual analysis to reading comprehension, whereas listening comprehension mediated the relations of…”
Fluency Has a Role in the Simple View of Reading (2013, background): “For example, there is evidence that decoding and fluency are not distinguishable in earlier grades and that the contribution of decoding and/or fluency to reading comprehension declines after fourth grade (Adlof et al., 2006; Cromley & Azevedo, 2007; Tilstra et al., 2009; Vellutino et al., 2007).”
The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. (2014, background): “Moreover, our analyses reveal the importance of discourse-level skills to the prediction of reading comprehension, a pattern that accords with research with young readers (Oakhill & Cain, 2012; Vellutino et al., 2007).”
Psychometric Evaluation of a Receptive Vocabulary Test for Greek Elementary Students (2011, background): “Strong vocabulary knowledge has been shown to facilitate fluency and reading comprehension (Dixon et al., 1988; Frost et al., 2005; Vellutino et al., 2007; Yovanoff et al., 2005) and to exhibit strong genetic correlation with comprehension as well as shared environmental variance by Grade 4 (Olson e”