Grade‐Level Invariance of a Theoretical Causal Structure Predicting Reading Comprehension With Vocabulary and Oral Reading Fluency

By P. Yovanoff, Luke Duesbery, Julie Alonzo, Gerald A. Tindal. 2005

210 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/cdbbb43fa0649cbd81408f5e0e7450f752db3ba2

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. Nonie K. Lesaux
2. J. Carlisle
3. C. Espin
4. Amy C. Crosson
5. Areti Kotsolakou
6. Jeffrey D. Long
7. Ji Zeng
8. Athanassios Protopapas

In Education

1. Nonie K. Lesaux
2. C. Espin
3. J. Carlisle
4. Athanassios Protopapas
5. Panagiotis G. Simos
6. Georgios D. Sideridis
7. Angeliki Mouzaki
8. Erica S. Lembke

In Statistics and Probability

1. Nonie K. Lesaux
2. J. Carlisle
3. C. Espin
4. Amy C. Crosson
5. Jeffrey D. Long
6. Athanassios Protopapas
7. Panagiotis G. Simos
8. Georgios D. Sideridis

Citations in the corpus

• Are Fluency Measures Accurate Predictors of Reading Achievement? (2007, background): “A recent study has shown that vocabulary and oral reading fluency are important measurement dimensions of reading comprehension, though their respective contributions to reading comprehension change over the late elementary years (Yovanoff et al., 2005).”
• The Role of Vocabulary in the Context of the Simple View of Reading (2013, background): “However, their relative weight may shift during the course of development, with general language skills becoming more crucial at higher grades, after word-level decoding skills have been established (Hoover & Gough, 1990; Vellutino, Scanlon, Small, & Tanzman, 1991; Yovanoff et al., 2005).”
• Creating a Progress–Monitoring System in Reading for Middle–School Students: Tracking Progress toward Meeting High–Stakes Standards (2010, methodology): “Both Yovanoff et al. (2005) and Espin and Foegen (1996) used a limited number of researcher-designed multiple-choice questions as an outcome, whereas in our study we used a broad-based measure of comprehension designed to scale student performance across a range of levels.”
• Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers’ text-reading fluency in English (2010, background): “Because there is some evidence that oral language competencies influence the development of reading fluency and its relationship to reading comprehension performance among monolinguals (e.g., Jenkins, Fuchs, van den Broek, Espin, & Deno, 2003a, b; Schwanenflugel et al., 2006; Torgesen, Rashotte, & A”
• Gender and competition in adolescence: task matters (2013, background): “Moreover, vocabulary knowledge is positively correlated with reading comprehension (Yovanoff et al. 2005).”