Literacy as a Unidimensional Multilevel Construct: Validation, Sources of Influence, and Implications in a Longitudinal Study in Grades 1 to 4

By P. Mehta, B. Foorman, L. Branum-Martin, W. P. Taylor. 2005

200 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ca038872d1ac3c1e9a7b27276b9bf4e6aadd67c7

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Prior achievement, effort, and mathematics attitude as predictors of current achievement (2010, result): “This result is consistent with the findings of earlier research cited by Vachon (1984), Singh et al. (2002), and Grootenboer and Hemmings (2007).”
Knowledge foundations for teaching reading and spelling (2009, background): “In addition, they include the relationships among passage reading accuracy and fluency, comprehension, and background knowledge (Berninger & Richards, 2002; Cunningham & Stanovich, 1991; Foorman et al., 2006; Mehta et al. 2005; Vellutino, Tunmer, Jaccard, & Chen, 2007).”
Effects of an Individualized Narrative Intervention on Children’s Storytelling and Comprehension Skills (2013, background): “…foundation narrative skills, including storytelling and story comprehension, provide for reading and reading comprehension (Bishop & edmundson, 1987; Fazio et al., 1996; griffin et al., 2004; Mehta et al., 2005), teacher-implemented narrative interventions are well suited for preschool classrooms.”
The Relationship Between Component Skills and Writing Quality and Production Across Developmental Levels (2016, methodology): “Prior research (Kent, Wanzek, Petscher, Al Otaiba, & Kim, 2014; Mehta et al., 2005) with students in the primary grades suggests that literacy, including reading, spelling, and language skills, may be unidimensional.”
Longitudinal Relationships of Levels of Language in Writing and between Writing and Reading in Grades 1 to 7. (2010, result): “Despite the contrast between Models 1 and 3 regarding the initial longitudinal path from Grades 1 to 2, the overall results from Grades 2 to 7 are consistent with those of other developmental research reporting reciprocal word-level spelling and reading relationships early in schooling (e.g., Caravo”