Skip to Main Content
Frequently Asked Questions
Submit an ETD
Global Search Box
Need Help?
Keyword Search
Participating Institutions
Advanced Search
School Logo
Files
File List
Maggies_Dissertation_Final.pdf (659.41 KB)
ETD Abstract Container
Abstract Header
An Examination of Language and Reading Comp
Author Info
Beard, Margaret E, Beard
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=osu1500627239774182
Abstract Details
Year and Degree
2017, Doctor of Philosophy, Ohio State University, EDU Physical Activity and Educational Services.
Abstract
The simple view of reading suggests that proficient reading comprehension is the product of two factors, decoding (word recognition) and language comprehension (understanding spoken language), that are developmental in nature. Decoding accounts for more variance and predicts reading abilities in younger children, then as children age, language comprehension becomes more of a primary influence and predictor for comprehension ability. This study fills a gap by assessing the relationship between language ability and reading comprehension in older children. This study sample included participants in late childhood (n=582) and late adolescence (n=530) who were part of a larger longitudinal twin project. Results suggested significant positive correlations between decoding, vocabulary, language comprehension, and reading comprehension during both late childhood and early adolescence. Decoding and language comprehension explained 48.5% of the variance in reading comprehension in late childhood and 42.7% of the variance in early adolescence. Vocabulary made a unique contribution to reading comprehension above and beyond that made by decoding and language comprehension and significantly explained an additional 9.4% of the variance in late childhood and 17.3% in early adolescence. In late childhood, vocabulary and decoding were similarly important predictors of reading comprehension, while in early adolescence the importance of decoding had faded and vocabulary was the most important predictor. Implications of these findings, limitations, and future directions for this research are discussed.
Committee
Kisha Radliff (Advisor)
Pages
141 p.
Subject Headings
Literacy
Recommended Citations
Refworks
EndNote
RIS
Mendeley
Citations
Beard, Beard, M. E. (2017).
An Examination of Language and Reading Comp
[Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500627239774182
APA Style (7th edition)
Beard, Beard, Margaret.
An Examination of Language and Reading Comp.
2017. Ohio State University, Doctoral dissertation.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=osu1500627239774182.
MLA Style (8th edition)
Beard, Beard, Margaret. "An Examination of Language and Reading Comp." Doctoral dissertation, Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500627239774182
Chicago Manual of Style (17th edition)
Abstract Footer
Document number:
osu1500627239774182
Download Count:
2,912
Copyright Info
© 2017, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.