A joint project of the Graduate School, Peabody College, and the Jean & Alexander Heard Library

Title page for ETD etd-03282006-133625


Type of Document Dissertation
Author Gillum, Heather
Author's Email Address heathergillum@comcast.net
URN etd-03282006-133625
Title The Relationships between Achievement in Basic Reading and Language and Achievement in Reading Comprehension across the School Years
Degree PhD
Department Hearing and Speech Sciences
Advisory Committee
Advisor Name Title
Stephen M Camarata Committee Chair
C Melanie Schuele Committee Member
David Lubinski Committee Member
Richard W Woodcock Committee Member
Keywords
  • Woodcock Johnson
  • sound awareness
  • Reading comprehension
  • Academic achievement
Date of Defense 2006-03-21
Availability unrestricted
Abstract
The relationship between language and reading has been studied from several perspectives but is not fully understood. Studies of this relationship have examined the relative importance of decoding and basic reading skills versus broader language skills for reading comprehension, reporting that phonological awareness and decoding are more important for reading comprehension early in the process of literacy acquisition, whereas broader language skills become more important with decoding proficiency (e.g., Curtis, 1980; Perfetti, 1985; Vellutino, Scanlon, Small, & Tanzman, 1991). This study sought to explore these relationships in the context of Woodcock Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001), a single test battery that includes measures of each of these areas.

A repeated multiple regression approach (as used in McGrew, 1993) in which Reading Fluency cluster and Reading Comprehension cluster served as criteria and Sound Awareness test, Basic Reading cluster, Listening Comprehension cluster, and Oral Expression cluster served as predictors was used to examine these issues. These analyses were computed for six age groups (age 6, 7, 8-9, 10-12, 13-16, and 17-18; n = 2,885) and six grade groups (grade 1, 2, 3, 4-6, 7-9, and 10-12; n = 2,748) in a cross-sectional design to allow for consideration of relationships across the school years. Standardized regression coefficients were utilized as measures of relative importance, and were plotted to reveal trends in these relationships.

The results indicated that the strength of the relationships of Reading Fluency and Reading Comprehension with Basic Reading (particularly Letter-Word Identification) decreased across age and grade groups. This decrease was accompanied by an increased association between Reading Fluency and Listening Comprehension across age and grade groups, and an increased association of all predictors other than Basic Reading with Reading Comprehension across age and grade groups. These findings support those of previous studies, as well as the hypothesis that broader language skills become more strongly associated with reading comprehension as decoding proficiency increases.

Files
  Filename       Size       Approximate Download Time (Hours:Minutes:Seconds) 
 
 28.8 Modem   56K Modem   ISDN (64 Kb)   ISDN (128 Kb)   Higher-speed Access 
  hgfinal.pdf 2.71 Mb 00:12:33 00:06:27 00:05:39 00:02:49 00:00:14

Browse All Available ETDs by ( Author | Department )

If you have more questions or technical problems, please Contact LITS.