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

Abstract

This research investigates the relative importance of vocabulary and oral reading fluency as measurement dimensions of reading comprehension as the student passes from elementary to high school. Invariance of this model over grades 4 through 8 is tested using two independent student samples reading grade‐level appropriate passages. Results from structural equation modeling indicate that the model is not invariant across grade levels. Vocabulary knowledge is a significant and constant predictor of overall reading comprehension irrespective of grade level. While significant, fluency effects diminish over grades, especially in the later grades. Lack of grade level invariance was obtained with both samples. Results are discussed in light of vertically linked reading assessments, adequate yearly progress, and instruction.

Transition-from-early-to-sophisticated-literacy (TESL) as a factor in cross-national achievement differences

“…In effect, reading the words (reading accuracy) creates the message to which the reader applies comprehension. Tests of reading for older readers, including state, national, and international tests (MYCEETYA 2007;OECD 2002OECD , 2004OECD , 2007OECD , 2008OECD , 2009Yovanoff et al 2005), measure reading comprehension of authentic, or lifelike, reading tasks. In this paper, this reading comprehension of older readers using authentic reading tasks will be termed Authentic Reading.…”

The level of development of hyponymy in the language of junior elementary-school students

“…Наиме, лексичка димензија нема само кључну улогу у развоју језика, већ у знатној мери утиче на способност читања, али и на целокупан школски успех (Baumann, Kame'enui & Ash, 2003;Chall et al, 1990). Чак постоје мишљења да (не)препознавање значења речи може представљати ограничавајући фактор за способност читања (Cain et al, 2004;Yopp et al, 2009;Yovanoff et al, 2005). На повезаност између лексичко-семантичког развоја и способности читања указује и Лониган, наглашавајући да је за вештину читања најзначајније разумевање значења садржаја којим ученици треба да овладају, што се јасно одражава на све школске домене, а не само на наставу матерњег језика (Lonigan, 2007).…”

Indicators of Late Emerging Reading-Accuracy Difficulties in Australian Schools

“…This, however, is not the case for students with low level reading-accuracy skills. For them, the relationship of reading accuracy to reading comprehension, independent reading, and success in literacy remains strong and unequivocal Yovanoff et al, 2005). At all ages, reading accuracy is a gateway skill separating those students who succeed in literacy, from those who struggle (Catone & Brady, 2005;.…”

“…In their study of students from Grades 4-8, Yovanoff et al (2005) reported high standard deviations for each grade's reading-accuracy mean, and a negligible change in standard deviation between grade levels. This high variability of scores suggests a wide spread of scores from high reading achievers to weak readers.…”

“…The proportion of Anglophone students requiring reading-accuracy instruction reduces dramatically across the grade levels, but there are indicators that numbers remain high, even in middle and high school (Leach, Scarborough, & Rescorla, 2003;Yovanoff et al, 2005). Leach et al (2003) studied late-emerging weak reading-comprehenders: children in Grades 4 to 5 who had shown satisfactory reading skills in Grades 1 to 3, but significantly weak reading-comprehension in Grades 4 to 5.…”