Barbara R. Foorman|Sharon Koon|Yaacov Petscher|Alison Mitchell|Adrea J. Truckenmiller
Examining general and specific factors in the dimensionality of oral language and reading in 4th–10th grades.
Florida State University|Florida State University|Florida State University|Florida State University|Florida State University
objective study explore dimensions oral language reading influence reading comprehension relatively understudied populationadolescent readers 4th 10th grades current study employed latent variable modeling decoding fluency vocabulary syntax reading comprehension represent constructs minimal error examine whether residual variance unaccounted oral language captured specific factors syntax vocabulary 1 3 4 bifactor model tested 1792 students 18 schools 2 large urban districts southeast students individually administered measures expressive receptive vocabulary syntax decoding fluency midyear end year students took state reading test well groupadministered normreferenced test reading comprehension bifactor model fit data best 7 grades explained 72 99 variance reading comprehension specific factors syntax vocabulary explained significant unique variance reading comprehension 1 grade decoding fluency factor significantly correlated reading comprehension oral language factors grades presence oral language factor significantly associated reading comprehension factor results support bifactor model lexical knowledge rather 3factor model simple view reading vast amount variance reading comprehension explained general oral language factor