A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students

Tighe, Elizabeth L.; Schatschneider, Christopher

doi:10.1177/0022219414556771

Cited by 43 publications

(36 citation statements)

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“…Older children construe a speaker's use of an indirect evidential such as "Someone told me [x]," as a sign that the speaker is distancing herself from the source and does not necessarily agree with the source. This would be consistent with general developments in children's theory of mind, particularly in their understanding that speakers may intentionally say things that contradict their beliefs (e.g., Ackerman, 1983;Filippova & Astington, 2008;Peterson et al, 2012). However, different evidentials have been used across these studies (grammaticalized vs. lexicalized) and may be interpreted differently by children; thus, comparisons across studies are speculative pending further research.…”

Section: Discussionsupporting

confidence: 66%

“…."). As well, we speculate that these age trends partly reflect a developing understanding that speakers may intentionally say things that contradict what they think (Ackerman, 1983;Filippova & Astington, 2008;Peterson, Wellman, & Slaughter, 2012). This understanding may lead children to interpret certain second-hand evidentials (e.g., "Someone told me") as markers of implicit disagreement and attempts by the informant to distance herself from the original source ("She thinks differently from what he said").…”

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confidence: 83%

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The Influence of First‐Hand Testimony and Hearsay on Children's Belief in the Improbable

2017

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Children (3.5-8.5 years; n = 105) heard claims about the occurrence of improbable or impossible events, then were asked whether the events could really happen. Some claims were based on informants' first-hand observations and others were hearsay. A baseline group (n = 56) reported their beliefs about these events without hearing testimony. Neither first-hand claims nor hearsay influenced beliefs about impossible events, which remained low across the age range. Hearsay (but not first-hand claims) did influence beliefs about improbable events. Preschoolers expressed greater belief following hearsay, compared to their beliefs following first-hand claims and compared to the baseline group's beliefs. By contrast, older children expressed less belief following hearsay, compared to their beliefs following first-hand claims and compared to the baseline group's beliefs.

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Section: Discussionsupporting

confidence: 66%

mentioning

confidence: 83%

The Influence of First‐Hand Testimony and Hearsay on Children's Belief in the Improbable

2017

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“…A battery of seven experimental morphological awareness measures and two norm‐referenced vocabulary measures were administered (as also described in Tighe & Schatschneider, ). We included multiple measures of each construct to permit analyses based on latent variables.…”

Section: Methodsmentioning

confidence: 99%

Exploring the Dimensionality of Morphological Awareness and Its Relations to Vocabulary Knowledge in Adult Basic Education Students

Tighe

Schatschneider²

2015

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A B S T R A C TThe purpose of this study was to examine the construct of morphological awareness and its relations to vocabulary knowledge in Adult Basic Education ( ABE ) students. Morphological awareness has emerged as an important predictor of children ' s and ABE students' reading comprehension abilities; however, there has been a dearth of research investigating the construct and potential multidimensionality of morphological awareness. First, we examined three sets of distinctions among morphological awareness measures: inflected versus derived, real words versus pseudowords, and contextual cues versus no contextual cues. A series of confirmatory factor analyses ( CFA s) revealed that the construct of morphological awareness could be multidimensional, as evidenced by a breakdown of tasks including only real words versus tasks with only pseudowords. Second, we investigated whether morphological awareness and vocabulary knowledge were best represented as distinct constructs or the same underlying ability. CFA s indicated that real-word and pseudoword morphological awareness were separate factors from vocabulary knowledge. These results have important implications for morphological and vocabulary instruction in ABE programs. Moreover, the results have practical implications for researchers assessing morphological awareness because the findings indicate that different morphological awareness measures may be tapping disparate facets of the construct. M orphological awareness, the conscious ability to understand and manipulate small units of meaning (i.e., prefixes, suffixes, base words) to produce complex words (Carlisle, 1995(Carlisle, , 2000, has emerged as an important predictor of the reading comprehension skills of children (Deacon & Kirby, 2004 ;Kirby et al., 2012 ;Nagy, Berninger, & Abbott, 2006 ;Nagy, Berninger, Abbott, Vaughan, & Vermeulen, 2003 ;Singson, Mahony, & Mann, 2000 ;Tong, Deacon, Kirby, Cain, & Parrila, 2011 ) and Adult Basic Education (ABE) students (Fracasso, Bangs, & Binder, 2014 ;Herman, Gilbert Cote, Reilly, & Binder, 2013 ;Tighe & Binder, 2013 ;To, Tighe, & Binder, 2014 ). However, there is considerable diversity in the types of morphological awareness measures used across studies (Apel, Diehm, & Apel, 2013 ;McCutchen, Green, & Abbott, 2008 ). Despite the breadth of morphology research, there have been few systematic attempts to define the underlying nature of morphological awareness and to empirically test whether different morphological awareness measures represent separable aspects of the construct. To date, only one study has investigated possible distinctions among morphological awareness measures in children (Muse, 2005 ), and no studies have investigated the underlying nature of this construct in ABE students. To address this limitation,

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“…Within the education sciences, quantile regression has been used to understand differential associations between fluency and reading comprehension skills (Catts, Petscher, Schatschneider, Bridges, & Mendoza, ; Petscher & Kim, ), math achievement and socioeconomic status (Petscher & Logan, ), math language and math development (Purpura & Logan, ), and morphological awareness and vocabulary with reading comprehension (Tighe & Schatschneider, ). In the present study, the factors from the confirmatory factor analyses were used to test the extent to which the relations between reading and science varied for individuals with low to high science scores.…”

Section: Methodsmentioning

confidence: 99%

The Contribution of General Reading Ability to Science Achievement

Reed

Petscher

Truckenmiller

2016

Reading Research Quarterly

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A B S T R A C TThis study explored the relationship between the reading ability and science achievement of students in grades 5, 8, and 9. Reading ability was assessed with four measures: word recognition, vocabulary, syntactic knowledge, and comprehension (23% of all passages were on science topics). Science achievement was assessed with state criterion-referenced measures. Both the reading and the science measures included inference items. Using multiple-group structural equation modeling, a general factor of reading ability (composed of the two specific factors of discourse comprehension and word comprehension) was found to account for 70% of the variance in grades 5 and 8 science performance and 64% of the variance in grade 9 science performance. Quantile regressions revealed that the relationship between reading and science was stable across ability levels at grade 5 and mostly stable at grade 8, with a slightly stronger relation for eighth graders at low levels of science ability. At grade 9, lower reading ability was more strongly associated with lower science performance, which was statistically significantly different from the comparatively weaker associations at higher ends. Taken together, results suggest that literacy is critical to learning and demonstrating knowledge of science concepts, regardless of ability level.

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A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students

Cited by 43 publications

References 43 publications

The Influence of First‐Hand Testimony and Hearsay on Children's Belief in the Improbable

The Influence of First‐Hand Testimony and Hearsay on Children's Belief in the Improbable

Exploring the Dimensionality of Morphological Awareness and Its Relations to Vocabulary Knowledge in Adult Basic Education Students

The Contribution of General Reading Ability to Science Achievement

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