Relevant bibliographies by topics / Reading predictors

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Reading predictors'

Author: Grafiati
Published: 24 August 2024

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Journal articles on the topic "Reading predictors"

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ERDOS, CAROLINE, FRED GENESEE, ROBERT SAVAGE, and CORINNE HAIGH. "Predicting risk for oral and written language learning difficulties in students educated in a second language." Applied Psycholinguistics 35, no. 2 (2013): 371–98. http://dx.doi.org/10.1017/s0142716412000422.

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ABSTRACTThe extent to which risk for French as a second language (L2) reading and language learning impairment are distinct and can be predicted using first language (L1) predictors was examined in English-speaking students in total French immersion programs. A total of 86 children were tested in fall of kindergarten, spring kindergarten, and spring Grade 1 using an extensive battery of L1 predictor tests (in kindergarten) and L2 outcome tests (in Grade 1). Analyses of the kindergarten predictor scores revealed distinct underlying components, one related to reading and one to oral language. Further analyses revealed that phonological awareness, phonological access, and letter-sound knowledge in L1 were significant predictors of risk for reading difficulties in L2 while performance on L1 sentence repetition, phonological awareness, and tense marking tests in kindergarten were the best predictors of risk for L1 and L2 oral language difficulties. Both fall- and spring-kindergarten predictors predicted Grade 1 outcomes to a significant extent, with the spring-kindergarten predictors being more accurate. These results provide support for distinctive risk profiles for L2 oral language and reading difficulty and, furthermore, argue that assessment of L1 abilities can be used to make reasonably accurate predictions of later reading and/or oral language learning difficulties in L2 students.
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Kelić, Maja, Mirta Zelenika Zeba, and Jelena Kuvač Kraljević. "Reading Predictors in Croatian." Psihologijske teme 30, no. 2 (2021): 161–84. http://dx.doi.org/10.31820/pt.30.2.1.

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Phonological awareness (PA), rapid automatised naming (RAN) and working memory (WM) are considered to be the most important factors supporting reading development. However, their relative importance varies across orthographies and age. The goal of this study was to examine reading predictors in Croatian, a language with highly transparent orthography, after three years of formal reading instruction. The study included 80 participants (mean age: 10.07 years). Reading rate and accuracy were measured using lists of words and pseudowords, and PA was measured using phoneme deletion, phoneme addition and spoonerism tasks. RAN was measured using naming of colours, and WM was measured using the WM standardised measure of digit span (WISC-IV-HR) and pseudoword repetition. In order to find the best predictors of reading rate and accuracy for both words and pseudowords, three-stage hierarchical multiple regression was conducted. The results showed that in highly transparent language when reading is automatised, RAN is the most significant predictor of both reading rate and accuracy. Although this study did not show dissociation between the predictors supporting reading speed and reading accuracy, it confirmed the importance of PA as a suppressor variable for RAN in predicting pseudowords reading time.
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Artelt, Cordula, Ulrich Schiefele, and Wolfgang Schneider. "Predictors of reading literacy." European Journal of Psychology of Education 16, no. 3 (2001): 363–83. http://dx.doi.org/10.1007/bf03173188.

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Puccioni, Jaime. "Predictors of Reading Achievement." Literacy Research: Theory, Method, and Practice 64, no. 1 (2015): 249–66. http://dx.doi.org/10.1177/2381336915617598.

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YEUNG, PUI-SZE, CONNIE SUK-HAN HO, YAU-KAI WONG, DAVID WAI-OCK CHAN, KEVIN KIEN-HOA CHUNG, and LAP-YAN LO. "Longitudinal predictors of Chinese word reading and spelling among elementary grade students." Applied Psycholinguistics 34, no. 6 (2012): 1245–77. http://dx.doi.org/10.1017/s0142716412000239.

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ABSTRACTThe longitudinal predictive power of four important reading-related skills (phonological skills, rapid naming, orthographic skills, and morphological awareness) to Chinese word reading and writing to dictation (i.e., spelling) was examined in a 3-year longitudinal study among 251 Chinese elementary students. Rapid naming, orthographic skills, and morphological awareness assessed in Grade 1 were significant longitudinal predictors of Chinese word reading in Grades 1 to 4. As for word spelling, rapid naming was the only significant predictor across grades. Morphological awareness was a robust predictor of word spelling in Grade 1 only. Phonological skills and orthographic skills significantly predicted word spelling in Grades 2 and 4. After controlling for autoregressive effects, morphological awareness and orthographic skills were the significant longitudinal predictors of Chinese word reading and word spelling, respectively. These findings reflected the impacts of the Chinese orthography on children's reading and spelling development.
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Oh, Deborah, Diane Haager, and Michelle Windmeuller. "A Longitudinal Study Predicting Reading Success for English-Language Learners from Kindergarten to Grade 1." Multiple Voices for Ethnically Diverse Exceptional Learners 10, no. 1-2 (2007): 107–24. http://dx.doi.org/10.56829/muvo.10.1-2.t6846p7558278818.

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This article reports findings from a longitudinal investigation of predictors of reading achievement for English-language learners receiving reading instruction in an Englishlanguage curriculum. Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessments, the study examined the predictive relationships of various measures of reading and vocabulary from the beginning of kindergarten to the end of first grade. Regression and path analysis models demonstrated that rapid letter naming was a salient predictor, whereas phonemic awareness, typically a strong predictor of reading achievement, played a diminished role. By first grade, the ability to decode simple words was a strong predictor, and by mid-first grade, reading fluency was a strong predictor. Oral vocabulary was not predictive of reading outcomes in kindergarten or first grade.
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McCormick, Christine E., Sue B. Stoner, and Scott Duncan. "Kindergarten Predictors of First-Grade Reading Achievement: A Regular Classroom Sample." Psychological Reports 74, no. 2 (1994): 403–7. http://dx.doi.org/10.2466/pr0.1994.74.2.403.

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Routinely collected measures for 38 children in the kindergarten program in a middle-class school in a small midwestern city were analyzed as predictors of first-grade reading achievement on the Iowa Tests of Basic Skills and of first-grade performance on the Cognitive Abilities Test. Correlations among all variables are given. Stepwise multiple regression analyses predicting the first-grade variables showed that consonant-sound-identification was the best predictor of first-grade reading achievement and that the Peabody Picture Vocabulary Test—Revised was the best predictor of cognitive ability. A second multiple regression analysis examined the contribution of each kindergarten variable to first-grade reading and cognitive scores. Analysis indicated that these children entered kindergarten with highly developed early reading skills which facilitated success with systematic reading instruction.
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Gelbar, Nicholas W., Melissa Bray, Thomas J. Kehle, Joseph W. Madaus, and Cheryl Makel. "Exploring the Nature of Compensation Strategies in Individuals With Dyslexia." Canadian Journal of School Psychology 33, no. 2 (2016): 110–24. http://dx.doi.org/10.1177/0829573516677187.

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Some individuals with developmental dyslexia are able to acquire age-appropriate reading comprehension abilities by the time they reach postsecondary education. This study explored the role that study strategies have with secondary students with dyslexia in achieving age-appropriate reading comprehension skills. The findings of this study indicated that study strategies were not significant predictors of reading comprehension abilities, though cognitive ability was a robust predictor. Furthermore, oral reading fluency was not a significant predictor. These findings further support that as words become more complex, oral reading fluency may not be related to reading comprehension. Practical implications and suggestions for future directions in this area are discussed.
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Bryła, Paweł. "Who Reads Food Labels? Selected Predictors of Consumer Interest in Front-of-Package and Back-of-Package Labels during and after the Purchase." Nutrients 12, no. 9 (2020): 2605. http://dx.doi.org/10.3390/nu12092605.

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The paper aims to identify selected predictors of food label use to extend our knowledge about consumer behavior related to food purchases. Two types of information were examined: front-of-package (FOP) and back-of-package (BOP), and two contexts of reading labels were distinguished: during shopping and at home. Various types of potential predictors were tested, including demographic (e.g., age, gender, household size, place of living), socioeconomic (e.g., education, professional activity, income), behavioral (e.g., purchasing certain types of products), and psychographic (e.g., importance attached to various types of information) criteria. The survey was conducted with the use of the CAWI (Computer-Assisted Web Interviews) methodology in a sample of 1051 Polish consumers. Quota sampling was applied based on sex, age, education, place of living (urban vs. rural), and region. Descriptive statistics, t-tests, ANOVAs, Pearson correlation coefficients, and multiple and retrograde step regressions were applied. In retrograde step regression models, only one predictor (self-rated knowledge about nutrition healthiness) turned out to be significant for all four measures of label reading. The remaining predictors were specific to selected measures of reading labels. The importance of the information about the content of fat and that about the health effects of consuming a food product were significant predictors of three types of food label use. This study confirms the necessity to investigate reading labels in fine-grained models, adapted to different types of labels and different contexts of reading. Our results show that demographic or socioeconomic variables are not significant predictors of reading food labels for a large group of Polish consumers.
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Buljan, Terezija, and Boris Mlačić. "Relationship between personality traits, reading tendencies, and empathy." International Journal of Personality Psychology 10 (May 30, 2024): 41–48. http://dx.doi.org/10.21827/ijpp.10.41425.

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Literature suggests that reading fiction, more than reading nonfiction, correlates positively with the reader's social cognition, chiefly cognitive empathy. Earlier studies also indicate that individual differences, especially personality traits, are relevant predictors of reading tendencies that should be considered while studying the relationship between empathy and reading. Hence, in this study we examined whether personality traits, gender, and the students' fiction and nonfiction reading tendencies predict affective and cognitive empathy. University students (N = 429) participated in this study using the following questionnaires: The Emotional Empathy and Fantasy Scale (Raboteg-Šarić, 2002), the IPIP-50 Big-Five markers (Mlačić & Goldberg, 2007), and a newly constructed reading tendencies questionnaire. The results of multiple regression analyses indicate that Big Five Intellect and Big Five Emotional stability positively predicted nonfiction-reading tendency. Moreover, Intellect, Agreeableness, and gender (female) positively predicted fiction-reading tendency, while Extraversion was a negative predictor. Also, Intellect, Agreeableness, gender (female) and fiction-reading tendency positively predicted cognitive empathy. Agreeableness and gender (female) were positive, while Emotional stability and Extraversion were negative predictors of affective empathy.
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Dissertations / Theses on the topic "Reading predictors"

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Carson, Linda A. "Predictors of early reading achievement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28182.pdf.

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Elwér, Åsa. "Early Predictors of Reading Comprehension Difficulties." Doctoral thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110036.

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The aim of the present thesis was to examine the cognitive and language profile in children with poor reading comprehension using a longitudinal perspective. Even though comprehension skills are closely connected to educational success, comprehension deficits in children have been neglected in reading research. Understanding factors underlying reading is important as it improves possibilities of early identification of children at risk of developing reading problems. In addition, targeted interventions may prevent or reduce future problems. Descriptions of the cognitive and language profile in children with different types of reading problems from an early age and over time is an important first step. The three studies included in this thesis have been conducted using data from the International Longitudinal Twin Study (ILTS). In the ILTS, parallel data have been collected in the US, Australia, Sweden and Norway. Altogether, more than 1000 twin pairs have been examined between the ages 5 and 15 years using well known predictors of reading, along with decoding, spelling, reading comprehension and oral language measures. In the three studies, the Simple View of Reading has been used as a theoretical framework and children who exhibited different kinds of comprehension related difficulties have been identified at different ages. The studies include both retrospective and prospective analyses. The results across studies indicated a robust oral language deficit in all subtypes displaying comprehension problems. The oral language deficit was widespread and included vocabulary, grammar and verbal memory. In addition, the oral language deficit was manifested as compromised phonological awareness and print knowledge prior to reading instruction. Reading comprehension deficits were late emerging across studies in children with comprehension difficulties.<br>Syftet med avhandlingen har varit att undersöka den kognitiva och språkliga profilen hos barn med läsförståelseproblem i ett longitudinellt perspektiv. Förståelserelaterade problem är eftersatt del av läsforskningen, trots att denna typ av svårigheter har visat sig få stora konsekvenser för fortsatt framgång i skolan. Att förstå underliggande faktorer när det gäller läsning är viktigt för att kunna identifiera barn tidigt i utvecklingen och anpassa undervisningen efter deras behov. Att beskriva barnens kognitiva och språkliga profil från tidig ålder och över tid är ett viktigt första steg i detta arbete. De tre studierna som ingår i avhandlingen har baserats på data från the International Longitudinal Twin Study (ILTS). I projektet har data samlats in i USA, Australien, Sverige och Norge. Sammanlagt har mer än 1000 tvillingpar testas vid upprepade tillfällen i åldersspannet 5 till 15 år. Testmaterialet innefattar ett stort batteri av språkliga och kognitiva tester, samt tester i läsning och stavning. Med utgångspunk i the Simple View of Reading har grupper av barn med olika typer av förståelseproblem identifierats vid olika tidpunkter i utvecklingen. Studierna innehåller både retrospektiva och prospektiva analyser. Resultaten visar en tydligt bred språklig nedsättning hos barnen med förståelserelaterade problem som visar sig tydligt i mätningar av ordförråd, grammatik och verbalt minne. Problemen är stabila över tid och visar sig tidigt i utvecklingen även som fonologiska svårigheter. Svag språklig profil påverkar inte läsförståelse förrän barnen gått i skolan ett antal år.
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Bazán, Ramírez Aldo, H. Beatriz Sánchez, and Verdugo Víctor Corral. "Predictors of reading and writing achievement in first graders." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102351.

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The achievement of reading and writing ta ks of different complexity leve! was evaluated. Two­hundred eighty-eight first-grade children responded to 76 items cla sified on the basis of one mor­ phological and one functional criterion. Variables regarding teaching practices as well a children's characteristics were used a predictors of reading and writing ta ks. A multiple regression analysis suggested that teacher's judgment  concerning the child's reading-writing  acquisition, sorne visual or auditive deficits, and final average on Spanish course explained almost 40% of the dependen! variable variance.  Result are discussed in terms of their teaching-leaming implications.<br>Se evaluó el desempeño de 288 niños de primer grado en tareas de lectura y escritura de diferente grado de complejidad. Se tomaron como predictores de los desempeños en las tareas evaluadas variables asociadas con la práctica docente y con antecedentes académicos inmediatos de los niños, así como sus características físicas. Mediante la aplicación de un análisis de regresión múltiple se identificó que las variables de años de experiencia del maestro en primer grado, el juicio que emite respecto a la adquisición de la lectura y la escritura del niño, la presencia de padecimientos de tipo auditivo y/o visual en el niño, y el promedio logrado por los niños en los cursos de español al término del año escolar predicen aproximadamente un 40% del desempeño de los niños en todos los niveles de complejidad de las tareas de lectura y escritura evaluadas. Se discuten los resultados en términos de su implicación en la práctica docente.
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Johnson, Nicole. "Curriculum-embedded reading tests as predictors of success on Florida Comprehensive Assessment Test in reading." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4944.

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With the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.<br>ID: 031001447; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed June 27, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 31-34).<br>M.Ed.<br>Masters<br>Teaching, Learning and Leadership<br>Education
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Johnson, Nicole. "Curriculum-Embedded Reading Tests as Predictors of Success on Florida Comprehensive Assessment Test in Reading." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5328.

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With the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.<br>M.Ed.<br>Masters<br>Teaching, Learning, and Leadership<br>Education and Human Performance<br>Reading Education
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Haarbauer-Krupa, Juliet K. "Language and Speech Predictors of Reading Achievement in Preschool Children with Language Disorders." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/57.

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ABSTRACT LANGUAGE AND SPEECH PREDICTORS OF READING ACHIEVEMENT IN PRESCHOOL CHILDREN WITH LANGUAGE DISORDERS by Juliet K. Haarbauer-Krupa The purpose of this longitudinal study was to examine the relationship between language and reading in children diagnosed with developmental language disorder (DLD) during preschool. An archival data set was available for analysis. Preschool children with DLD who were assessed between 35 and 74 months for preschool language and speech abilities (Rapin, 1996) returned for language, speech and reading testing at age seven years. Children who enrolled in the study were a clinically referred sample, met criteria for average nonverbal intellectual functioning, and demonstrated below average performance on a composite language measure. To evaluate a hypothesis about the contribution of vocabulary, grammar, and speech articulation to reading outcome measures, a series of regression analyses tested models to identify predictors of reading achievement at age seven. Results indicated a strong, positive relationship between language skills assessed at both ages and reading comprehension. School-age language and speech skills explained 25% of the variance in reading comprehension after controlling for word identification skills. Grammar at school age was a significant unique predictor of reading comprehension. Preschool language and speech skills explained 22% of the variance after controlling for word identification skills. Speech articulation was not related to reading outcomes. In contrast, regression analyses suggested that language and speech skills did not predict word reading abilities. Children who had reading comprehension difficulties had weaker vocabulary, grammar and speech skills compared to children who had average and above comprehension skills. Findings support previous research describing a relationship between language skills and reading comprehension. Language skills measured at preschool can predict reading comprehension difficulties in elementary school for children with DLD. Results highlight the importance of early identification and intervention of language impairment in children to improve areas of vocabulary and grammar critical to reading success.
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Newland, Lisa A. "Language, Social Interactions, and Attention as Predictors of Reading Development in Second Grade." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/2609.

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Social interactions between 153 mother-infant dyads in the laboratory were examined for associations with language and play preferences when infants were 14 months old. Later associations with reading skills, attention, and book reading were examined at the end of second grade. Mothers and infants were videotaped in a 20-minute laboratory observation at 14 months, and joint visual attention and social toy play were coded from the interactions. Language was assessed at 14 months using a standardized instrument, and mothers rated their own and their infants' preferences for specific types of play. A follow-up study, conducted at the end of second grade, assessed decoding and reading comprehension skills, attention and distractibility in the classroom and at home, and the frequency of mother-child book reading. A path model was constructed to examine predictive relations from infancy to second grade. The results suggest that early social interactions are both directly and indirectly related to language in infancy. Joint attention was associated with maternal responses during play and infant preferences for point and name games, which were in turn related to language development. Social interactions in infancy were negatively related to cognitive problems in second. There were small bivariate associations between infant language and play interactions with later reading skills. However, the strongest predictors of reading skills in second grade were children's abilities to sustain attention in relation to cognitive tasks in the classroom. The results suggest that early social interactions involving language and play may foster both language abilities and attention-sustaining abilities, which then influence the development of literacy skills.
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Urso, Annmarie. "Processing Speed as a Predictor of Poor Reading." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195011.

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This study had three main purposes. First, the relationship between Processing Speed (Gs) and poor word recognition skills was examined. Second, various formats of processing speed tests that measure different types of processing speed (i.e. naming facility, perceptual speed, semantic speed, attention and concentration) were administered to determine what aspects of Gs were more strongly correlated with word reading performance. Pearson correlations and coefficients of determination were used to evaluate the strength of the relationships and the shared variance. Third, the study sample was evaluated to determine what percentage of the poor readers participating in the study had slow processing speed.Forty-four students in grades 1-3, ages six- to ten-years old were administered the Woodcock-Johnson III Achievement reading tests of Letter-Word Identification, Reading Fluency, and Word Attack. The subjects were additionally administered the Woodcock-Johnson III Cognitive Abilities tests of Verbal Comprehension, Visual-Auditory Learning, Sound Blending, Visual Matching, Numbers Reversed, Decision Speed, Rapid Picture Naming, Pair Cancellation, and Cross Out.The results of the study indicated processing speed, as measured by the Gs Cluster score, was strongly correlated with word reading, r = .749, r2=.56. The Gs tests of Visual Matching, (r = .663, r2 = .44) and Decision Speed (r = .811, r2 = .66) were most strongly correlated with poor word reading skill. The Basic Reading Skills Cluster and the Test of Letter-Word Identification were both moderately correlated at various strengths with different formats of Gs tests. Tests of Visual Matching, Rapid Picture Naming, Pair Cancellation and Cross Out all had a moderate, significant correlation.Lastly, 47% of the poor readers (SS<85 on any of the measures of>reading) also had low Gs scores (SS<85).The results from the study demonstrate the need for further exploration of the impact of poor Gs on the development of reading skills, as well as determination of the most effective interventions for poor readers with slow processing speed.
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Boston, Marisa Ferrara, John Hale, Reinhold Kliegl, Umesh Patil, and Shravan Vasishth. "Parsing costs as predictors of reading difficulty: An evaluation using the Potsdam Sentence Corpus." Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2011/5713/.

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The surprisal of a word on a probabilistic grammar constitutes a promising complexity metric for human sentence comprehension difficulty. Using two different grammar types, surprisal is shown to have an effect on fixation durations and regression probabilities in a sample of German readers’ eye movements, the Potsdam Sentence Corpus. A linear mixed-effects model was used to quantify the effect of surprisal while taking into account unigram and bigram frequency, word length, and empirically-derived word predictability; the so-called “early” and “late” measures of processing difficulty both showed an effect of surprisal. Surprisal is also shown to have a small but statistically non-significant effect on empirically-derived predictability itself. This work thus demonstrates the importance of including parsing costs as a predictor of comprehension difficulty in models of reading, and suggests that a simple identification of syntactic parsing costs with early measures and late measures with durations of post-syntactic events may be difficult to uphold.
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Atkinson, Lynette M. "A longitudinal investigation of the social, cognitive and social cognitive predictors of reading comprehension." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/a-longitudinal-investigation-of-the-social-cognitive-and-social-cognitive-predictors-of-reading-comprehension(266c7d0d-df06-4321-bf0c-4e95c5293ad5).html.

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This thesis reports a longitudinal investigation of social, cognitive and social cognitive predictors of early reading comprehension in a sample of 98 typically developing children. Children were aged three at the beginning of the study and, importantly, they were all non-­‐readers and had not experienced formal literacy instruction. Children’s progress in literacy-­‐related development was reassessed over the following 28 months. Reading comprehension was assessed at the final time point, when children were six years old. The first study investigated the influence of children’s home literacy environment (HLE) on their cognitive pre-­‐reading abilities at three years, and on their emergent literacy skills at five years. The second study considered the Simple View of Reading (SVR) to examine direct and indirect predictive pathways from children’s preschool cognitive abilities to reading comprehension skills at the age of six. Thirdly, the role of theory of mind was explored to determine whether it contributed to reading comprehension over and above the SVR framework. The final study examined the retrospective and concurrent profiles of children identified at six years as poor and good comprehenders. Results showed that children’s preschool HLE experiences, and early cognitive abilities at three years, both directly and indirectly related to later reading comprehension at six years old. The SVR was extended to a younger population; children’s reading comprehension was underpinned by two separate sets of preschool cognitive skills (code-­‐related and oral language) contributing to two predictive pathways to later reading comprehension, suggesting that both word reading and oral language skills are equally crucial for the acquisition of reading comprehension. Additionally, early theory of mind (potentially indexing metacognition) contributed to reading comprehension over and above the two components of the SVR, suggesting that the SVR may be too simple to fully account for emergent reading comprehension. The cognitive profiles of poor and good comprehenders added further evidence to suggest that preschool abilities may be important predictors of later reading comprehension skills. The findings of this research have important practical implications, not only for the early identification of children who are at risk for future reading comprehension difficulties, but also for informing early years literacy instruction and future targeted interventions.
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Books on the topic "Reading predictors"

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DeTeso, Jeffrey A. Student-Teacher relationships as predictors of reading comprehension gains in 2nd grade. [publisher not identified], 2011.

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Lesperance, Margaret. Development of phonological processing and predictors of reading skill in 7 year old children who were born prematurely. National Library of Canada, 1993.

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Reading Achievement Predictors. Options Pub Inc, 2001.

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Reading Achievement Predictors. Options Pub Inc, 2001.

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Reading Achievement Predictors. Options Pub Inc, 2001.

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Reading Achievement Predictors. Options Pub Inc, 2001.

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Reading Achievement Predictors. Options Pub Inc, 2001.

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Reading Achievement Predictors. Options Pub Inc, 2001.

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Reading Achievement Predictors. Options Pub Inc, 2001.

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Reading Achievement Predictors. Options Pub Inc, 2003.

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Book chapters on the topic "Reading predictors"

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Arnbak, Elisabeth. "Predictors of adult functional reading skills." In Studies in Written Language and Literacy. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/swll.11.23arn.

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Uhry, J. K. "Kindergarten Phonological Awareness and Rapid Serial Naming as Predictors of Grade 2 Reading and Spelling." In Basic Functions of Language, Reading and Reading Disability. Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-1011-6_18.

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De Jong, Peter, and Aryan Van Der Leij. "General and Specific Abilities as Predictors of Reading Achievement." In Problems and Interventions in Literacy Development. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2772-3_3.

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Dascalu, Mihai, Philippe Dessus, Maryse Bianco, and Stefan Trausan-Matu. "Are Automatically Identified Reading Strategies Reliable Predictors of Comprehension?" In Intelligent Tutoring Systems. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07221-0_57.

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Verhoeven, Ludo, and Willy van Elsäcker. "Home and School Predictors of Reading Achievement in Linguistically Diverse Learners in the Intermediate Primary Grades." In Literacy Studies. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21136-7_5.

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Abu Ahmad, Hanadi, Raphiq Ibrahim, and David L. Share. "Cognitive Predictors of Early Reading Ability in Arabic: A Longitudinal Study from Kindergarten to Grade 2." In Literacy Studies. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8545-7_8.

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Olofsson, Åke, and Jan Niedersøe. "Early Language Development and Kindergarten Phonological Awareness as Predictors of Reading Problems: From 3 to 8 Years of Age." In Cross-Language Studies of Learning to Read and Spell. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-1197-5_16.

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Lechner, Clemens M. "Patterns and Predictors of Literacy and Numeracy Development During Adulthood: Insights from Two Longitudinal Assessment Surveys." In Methodology of Educational Measurement and Assessment. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27007-9_4.

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AbstractLiteracy (reading competence) and numeracy (mathematical competence) are indispensable prerequisites for lifelong learning and participation in today’s knowledge-based societies. However, evidence on the development of these competencies during adulthood is limited. This chapter summarizes the main findings of a research project that leveraged the unique potential of two German longitudinal assessment surveys, NEPS and PIAAC-L, to garner insights into how these competencies develop during adulthood. Both surveys offer repeated measures of adults’ competencies spaced 3–6 years apart, allowing light to be cast on two guiding questions: (1) Patterns of change: Can literacy and numeracy still change in adulthood? If so, does change involve gains or losses, and how is change distributed across sociodemographic subgroups? (2) Predictors of change: Which individual and contextual factors (e.g., participation in job-related training, engagement in literacy or numeracy practice, or basic cognitive skills) predict change in competence development? Findings suggest that competencies continue to develop across the lifespan and can change even over relatively short time periods. Gains and losses occur in equal measure. Moreover, findings pinpoint practice engagement as a crucial driver of change in competencies, while highlighting that practice engagement is itself dependent on a range of individual and contextual characteristics. Methodological insights and avenues for future research that emerged from our project are also discussed.
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Coppens, Nina M. "Cognitive Characteristics as Predictors of Children’s Understanding of Safety and Prevention." In Readings in Pediatric Psychology. Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1248-0_13.

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Ganbat, Mandukhai, Altantsetseg Badrakh, Byambajargal Shijir, Khosgarig Altantsatsralt, Mandakhbayar Nemekh, and Nyamdemberel Tseveendorj. "Psychological Predictors of Credit Risk in Microcredit: A Microlending Case Study from Mongolia." In Applied Psychology Readings. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-2613-8_3.

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Conference papers on the topic "Reading predictors"

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Bhalloo, Insiya, Kai Leung, and Monika Molnar. "Well-established monolingual literacy predictors in bilinguals." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.

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An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate that the nine major literacy precursors identified in monolingual children also significantly correlate with reading performance in simultaneous bilingual children. These nine literacy precursors are phonological awareness, letter knowledge, serial recall, oral language comprehension, vocabulary, grammar, memory, non-verbal intelligence and word decoding.
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Rathi, Neil. "Dependency Locality and Neural Surprisal as Predictors of Processing Difficulty: Evidence from Reading Times." In Proceedings of the Workshop on Cognitive Modeling and Computational Linguistics. Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.cmcl-1.21.

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Taboada Barber, Ana. "Beyond Traditional Predictors of Reading Comprehension in Spanish English Learners and English Monolingual Students." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1442814.

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Hao, Tao. "Student 2018 PISA Reading Achievement: Identifying Predictors and Examining Model Generalizability for English Learners." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1683754.

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Galante, Michela. "Kindergarten Assessments of Cross-Linguistic Predictors of Later English Reading for Predominantly Spanish-Speaking Students." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1888856.

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Makhoul, Dr Bahaa'. "Early Predictors for Reading Comprehension Difficulties Among Israeli Native Arabic–Speaking Pupils in Fourth Grade." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1572592.

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Makhoul, Dr Bahaa'. "Early Predictors for Reading Comprehension Difficulties Among Israeli Arabic-Native-Speaking Pupils in Fourth Grade." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1678051.

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Galante, Michela. "Kindergarten Assessments of Cross-Linguistic Predictors of Later English Reading for Predominantly Spanish-Speaking Students." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1888856.

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Ramazan, Onur. "Students' 2018 PISA Reading Self-Concept: Identifying Predictors and Examining Model Generalizability for English Learners." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1685567.

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Cubilla-Bonnetier, Daniel. "Psycholinguistic and Pedagogical Predictors of Reading Comprehension and Fluency in Panamanian Second-Grade Students (Poster 37)." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2112568.

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Reports on the topic "Reading predictors"

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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
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Quin, Paul. Verbal Sequencing Ability as a Predictor of Reading Disability. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1595.

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Hallett, J. B. L51525 Sizing of Girth Weld Defects Using Focused Ultrasonic Beams. Pipeline Research Council International, Inc. (PRCI), 1987. http://dx.doi.org/10.55274/r0010202.

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This project was produced to evaluate the performance of focused beams in sizing and positioning defects in pipeline girth welds. The sound beams from standard flat transducers were focused using acoustic lenses. Two types of plastics, having different sound velocities are used in the design of these lenses. One is used for the lens and the other for the wedge. The profile of the lens/wedge boundary was designed to focus the sound at a selected depth. The design takes into account the beam angle, beam diameter, focal point and working range required. The effects of test surface curvature were also incorporated into the design. This project was conducted in three phases using sample welds containing real defects, such as root cracks, slag and lack of sidewall fusion. In Phase III the individual defect size predictions were compared to the actual defects found during destructive examination. Only the readings where the signal sources could be positively identified as defects by breaking open or sectioning were included. All measurements were made to the nearest 0.5 mm (0.02 inches).
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Vaughan, Tanya, Sarah Richardson, Toby Carslake, et al. Building capacity for Quality Teaching Rounds – Victoria. Final report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-713-7.

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The Australian Council for Educational Research (ACER) was commissioned by the Teachers and Teaching Research Centre (TTRC) at the University of Newcastle to conduct an independent randomised controlled trial (RCT), with the goal of examining effects of Quality Teaching Rounds (QTR) on student outcomes and teachers’ practice in Victorian high schools. A total of 19 schools participated in Quality Teaching Rounds in 2022, with 20 schools in the wait list control. Data were gathered in an ongoing manner during the evaluation with: Progressive Assessment Tests in Mathematics (PAT-M) and reading (PAT-R) – baseline and follow up; student self-efficacy and aspiration surveys – baseline and follow up; teacher surveys – one questionnaire administered every term; implementation fidelity check surveys for teachers to complete for each QT Round; and implementation fidelity checks with onsite visits from ACER staff for 33% of the treatment schools. Key findings include: The mixed model analysis showed that treatment was not a significant predictor of PAT-R and PAT-M outcomes. Differences in student responses to the self-efficacy and aspiration surveys were identified. The control group showed a significant increase in the level of education that they aspired to complete (p = 0.037). Teachers in the control group had statistically significant growth in teacher efficacy, while those in the treatment group showed statistically significant lower teacher student support. Within the QTR process, the longest time was spent on discussing the coding and the individual coding process. Key observations identified from analysis of the fidelity check data are: teacher stress due to high rates of absenteeism, varied use of the Classroom Practice Guide, and analytical conversations about some elements and terms.
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Anderson, Gerald L., and Kalman Peleg. Precision Cropping by Remotely Sensed Prorotype Plots and Calibration in the Complex Domain. United States Department of Agriculture, 2002. http://dx.doi.org/10.32747/2002.7585193.bard.

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This research report describes a methodology whereby multi-spectral and hyperspectral imagery from remote sensing, is used for deriving predicted field maps of selected plant growth attributes which are required for precision cropping. A major task in precision cropping is to establish areas of the field that differ from the rest of the field and share a common characteristic. Yield distribution f maps can be prepared by yield monitors, which are available for some harvester types. Other field attributes of interest in precision cropping, e.g. soil properties, leaf Nitrate, biomass etc. are obtained by manual sampling of the filed in a grid pattern. Maps of various field attributes are then prepared from these samples by the "Inverse Distance" interpolation method or by Kriging. An improved interpolation method was developed which is based on minimizing the overall curvature of the resulting map. Such maps are the ground truth reference, used for training the algorithm that generates the predicted field maps from remote sensing imagery. Both the reference and the predicted maps are stratified into "Prototype Plots", e.g. 15xl5 blocks of 2m pixels whereby the block size is 30x30m. This averaging reduces the datasets to manageable size and significantly improves the typically poor repeatability of remote sensing imaging systems. In the first two years of the project we used the Normalized Difference Vegetation Index (NDVI), for generating predicted yield maps of sugar beets and com. The NDVI was computed from image cubes of three spectral bands, generated by an optically filtered three camera video imaging system. A two dimensional FFT based regression model Y=f(X), was used wherein Y was the reference map and X=NDVI was the predictor. The FFT regression method applies the "Wavelet Based", "Pixel Block" and "Image Rotation" transforms to the reference and remote images, prior to the Fast - Fourier Transform (FFT) Regression method with the "Phase Lock" option. A complex domain based map Yfft is derived by least squares minimization between the amplitude matrices of X and Y, via the 2D FFT. For one time predictions, the phase matrix of Y is combined with the amplitude matrix ofYfft, whereby an improved predicted map Yplock is formed. Usually, the residuals of Y plock versus Y are about half of the values of Yfft versus Y. For long term predictions, the phase matrix of a "field mask" is combined with the amplitude matrices of the reference image Y and the predicted image Yfft. The field mask is a binary image of a pre-selected region of interest in X and Y. The resultant maps Ypref and Ypred aremodified versions of Y and Yfft respectively. The residuals of Ypred versus Ypref are even lower than the residuals of Yplock versus Y. The maps, Ypref and Ypred represent a close consensus of two independent imaging methods which "view" the same target. In the last two years of the project our remote sensing capability was expanded by addition of a CASI II airborne hyperspectral imaging system and an ASD hyperspectral radiometer. Unfortunately, the cross-noice and poor repeatability problem we had in multi-spectral imaging was exasperated in hyperspectral imaging. We have been able to overcome this problem by over-flying each field twice in rapid succession and developing the Repeatability Index (RI). The RI quantifies the repeatability of each spectral band in the hyperspectral image cube. Thereby, it is possible to select the bands of higher repeatability for inclusion in the prediction model while bands of low repeatability are excluded. Further segregation of high and low repeatability bands takes place in the prediction model algorithm, which is based on a combination of a "Genetic Algorithm" and Partial Least Squares", (PLS-GA). In summary, modus operandi was developed, for deriving important plant growth attribute maps (yield, leaf nitrate, biomass and sugar percent in beets), from remote sensing imagery, with sufficient accuracy for precision cropping applications. This achievement is remarkable, given the inherently high cross-noice between the reference and remote imagery as well as the highly non-repeatable nature of remote sensing systems. The above methodologies may be readily adopted by commercial companies, which specialize in proving remotely sensed data to farmers.
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SUPER-RESOLUTION RECONSTRUCTION AND HIGH-PRECISION TEMPERATURE MEASUREMENT OF THERMAL IMAGES UNDER HIGH- TEMPERATURE SCENES BASED ON NEURAL NETWORK. The Hong Kong Institute of Steel Construction, 2024. http://dx.doi.org/10.18057/ijasc.2024.20.2.9.

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Accurate temperature readings are vital in fire resistance tests, but conventional thermal imagers often lack sufficient resolution, and applying super-resolution algorithms can disrupt the temperature and color correspondence, leading to limited efficiency. To address these issues, a convolutional network tailored for high-temperature scenes is designed for image super-resolution with the internal joint attention sub-residual blocks (JASRB) efficiently integrating channel, spatial attention mechanisms, and convolutional modules. Furthermore, a segmented method is developed for predicting thermal image temperature using color temperature measurements and an interpretable artificial neural network. This approach predicts temperatures in super-resolution thermal images ranging from 400 to 1200°C. Through comparative validation, it is found that the three-neuron neural network approach demonstrates superior prediction accuracy compared to other machine learning methods. The seamlessly combined proposed super-resolution architecture with the temperature measurement method has a predicted RMSE of 20°C for the whole temperature range with over 85% of samples falling within errors of 30°C.
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