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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Pressure points in reading comprehension
T2 - a quantile multiple regression analysis
AU - Language and Reading Research Consortium
AU - Cain, Katherine Elizabeth
N1 - This article may not exactly replicate the final version published in the APA journal. It is not the copy of record
PY - 2017/5
Y1 - 2017/5
N2 - The goal of this study was to examine how selected pressure points or areas of vulnerability are related to individual differences in reading comprehension and whether the importance of these pressure points varies as a function of the level of children’s reading comprehension. A sample of 245 third grade children were given an assessment battery that included multiple measures of vocabulary, grammar, higher-level language ability, word reading, working memory, and reading comprehension. Ordinary least squares (OLS) and quantile regression analyses were undertaken. OLS regression analyses indicated that all variables except working memory, accounted for unique variance in reading comprehension. However, quatntile regression showed that the extent of the relationships varied in some cases across readers of different ability levels. Results suggest that quantile regression may be a useful approach for the study of reading in both typical and atypical readers and aid greater specification of componential models of reading comprehension across the ability range.
AB - The goal of this study was to examine how selected pressure points or areas of vulnerability are related to individual differences in reading comprehension and whether the importance of these pressure points varies as a function of the level of children’s reading comprehension. A sample of 245 third grade children were given an assessment battery that included multiple measures of vocabulary, grammar, higher-level language ability, word reading, working memory, and reading comprehension. Ordinary least squares (OLS) and quantile regression analyses were undertaken. OLS regression analyses indicated that all variables except working memory, accounted for unique variance in reading comprehension. However, quatntile regression showed that the extent of the relationships varied in some cases across readers of different ability levels. Results suggest that quantile regression may be a useful approach for the study of reading in both typical and atypical readers and aid greater specification of componential models of reading comprehension across the ability range.
U2 - 10.1037/edu0000150
DO - 10.1037/edu0000150
M3 - Journal article
VL - 109
SP - 451
EP - 464
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
SN - 0022-0663
IS - 4
ER -