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    Rights statement: This is the peer reviewed version of the following article:McIlraith, A. L., and Language and Reading Research Consortium (2018) Predicting word reading ability: a quantile regression study. Journal of Research in Reading, 41: 79–96. doi: 10.1111/1467-9817.12089 which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12089/abstract This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

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Predicting word reading ability: a quantile regression study

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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Predicting word reading ability: a quantile regression study. / McIlraith, Autumn; Language and Reading Research Consortium (LARRC).
In: Journal of Research in Reading, Vol. 41, No. 1, 02.2018, p. 79-96.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

McIlraith, A & Language and Reading Research Consortium (LARRC) 2018, 'Predicting word reading ability: a quantile regression study', Journal of Research in Reading, vol. 41, no. 1, pp. 79-96. https://doi.org/10.1111/1467-9817.12089

APA

McIlraith, A., & Language and Reading Research Consortium (LARRC) (2018). Predicting word reading ability: a quantile regression study. Journal of Research in Reading, 41(1), 79-96. https://doi.org/10.1111/1467-9817.12089

Vancouver

McIlraith A, Language and Reading Research Consortium (LARRC). Predicting word reading ability: a quantile regression study. Journal of Research in Reading. 2018 Feb;41(1):79-96. Epub 2016 Oct 18. doi: 10.1111/1467-9817.12089

Author

McIlraith, Autumn ; Language and Reading Research Consortium (LARRC). / Predicting word reading ability : a quantile regression study. In: Journal of Research in Reading. 2018 ; Vol. 41, No. 1. pp. 79-96.

Bibtex

@article{f0663746fbdf49f389e867d2265d22c2,
title = "Predicting word reading ability: a quantile regression study",
abstract = "Predictors of early word reading are well established. However, it is unclear if these predictors hold for readers across a range of word reading abilities. This study used quantile regression to investigate predictive relationships at different points in the distribution of word reading. Quantile regression analyses used preschool and kindergarten measures of letter knowledge, phonological awareness, rapid automatised naming, sentence repetition, vocabulary and mother{\textquoteright}s education to predict first-grade word reading. Predictors generally varied in significance across levels of word reading. Notably, rapid automatised naming was a significant unique predictor for average and good readers but not poor readers. Letter knowledge was generally a stronger unique predictor for poor and average readers than good readers. Well-known word reading predictors varied in significance at different points along the word read-ing distribution. Results have implications for early identification and statistical analyses of reading-related outcomes.",
author = "Autumn McIlraith and {Language and Reading Research Consortium (LARRC)} and Kate Cain",
note = "This is the peer reviewed version of the following article:McIlraith, A. L., and Language and Reading Research Consortium (2018) Predicting word reading ability: a quantile regression study. Journal of Research in Reading, 41: 79–96. doi: 10.1111/1467-9817.12089 which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12089/abstract This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.",
year = "2018",
month = feb,
doi = "10.1111/1467-9817.12089",
language = "English",
volume = "41",
pages = "79--96",
journal = "Journal of Research in Reading",
issn = "0141-0423",
publisher = "John Wiley & Sons, Ltd (10.1111)",
number = "1",

}

RIS

TY - JOUR

T1 - Predicting word reading ability

T2 - a quantile regression study

AU - McIlraith, Autumn

AU - Language and Reading Research Consortium (LARRC)

AU - Cain, Kate

N1 - This is the peer reviewed version of the following article:McIlraith, A. L., and Language and Reading Research Consortium (2018) Predicting word reading ability: a quantile regression study. Journal of Research in Reading, 41: 79–96. doi: 10.1111/1467-9817.12089 which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12089/abstract This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

PY - 2018/2

Y1 - 2018/2

N2 - Predictors of early word reading are well established. However, it is unclear if these predictors hold for readers across a range of word reading abilities. This study used quantile regression to investigate predictive relationships at different points in the distribution of word reading. Quantile regression analyses used preschool and kindergarten measures of letter knowledge, phonological awareness, rapid automatised naming, sentence repetition, vocabulary and mother’s education to predict first-grade word reading. Predictors generally varied in significance across levels of word reading. Notably, rapid automatised naming was a significant unique predictor for average and good readers but not poor readers. Letter knowledge was generally a stronger unique predictor for poor and average readers than good readers. Well-known word reading predictors varied in significance at different points along the word read-ing distribution. Results have implications for early identification and statistical analyses of reading-related outcomes.

AB - Predictors of early word reading are well established. However, it is unclear if these predictors hold for readers across a range of word reading abilities. This study used quantile regression to investigate predictive relationships at different points in the distribution of word reading. Quantile regression analyses used preschool and kindergarten measures of letter knowledge, phonological awareness, rapid automatised naming, sentence repetition, vocabulary and mother’s education to predict first-grade word reading. Predictors generally varied in significance across levels of word reading. Notably, rapid automatised naming was a significant unique predictor for average and good readers but not poor readers. Letter knowledge was generally a stronger unique predictor for poor and average readers than good readers. Well-known word reading predictors varied in significance at different points along the word read-ing distribution. Results have implications for early identification and statistical analyses of reading-related outcomes.

U2 - 10.1111/1467-9817.12089

DO - 10.1111/1467-9817.12089

M3 - Journal article

VL - 41

SP - 79

EP - 96

JO - Journal of Research in Reading

JF - Journal of Research in Reading

SN - 0141-0423

IS - 1

ER -