Type of Document Thesis Author Tannenbaum, Kendra R. Author's Email Address firstname.lastname@example.org URN etd-02032005-164925 Title Relationships between Measures of Word Knowledge and Reading Comprehension in Third-Grade Children Degree Master of Science Department Psychology, Department of Advisory Committee
Advisor Name Title Joseph K. Torgesen Committee Chair Chris Schatschneider Committee Member Christopher J. Lonigan Committee Member Richard K. Wagner Committee Member Keywords
- Structural Equation Modeling
- Hierarchical Regression Analysis
- Confirmatory Factor Analysis
- Reading Comprehension
Date of Defense 2004-12-06 Availability unrestricted AbstractTwo hundred and three third-grade students took part in a study that examined the relationships between three dimensions of word knowledge and reading comprehension. Each participant was administered six measures of word knowledge. The Peabody Picture Vocabulary Test- Third Edition (PPVT-III) and the Vocabulary subtest of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) were used to measure breadth of word knowledge. The Multiple Meanings subtest and Attributes subtest of the Language Processing Test-Revised (LPT-R) were used to measure depth of word knowledge. The Word Use Fluency (WUF) subtest of The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and a semantic category fluency task were used to measure fluency of word knowledge.
Confirmatory factor analyses, structural equation modeling, and hierarchical regression analyses were used to compare performance on the three dimensions of word knowledge and performance on two tests of reading comprehension. Results show that a two-factor model of breadth and depth/fluency provides the best fit to the data. Breadth had a stronger relationship to reading comprehension than did depth/fluency; however, the two dimensions of word knowledge share important information that contributes to the prediction of reading comprehension.
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