Detecting Misspecification in Mean Structures for Growth Curve Models: Performance of Pseudo R 2s and Concordance Correlation Coefficients

This study examined the performance of 4 correlation-based fit indexes (marginal and conditional pseudo R ²s; average and conditional concordance correlations) in detecting misspecification in mean structures in growth curve models. Their performance was also compared to that of 4 traditional SEM fit indexes. We found that the marginal pseudo R ² and average concordance correlation were able to detect misspecification in the marginal mean structure (average change trajectory). The conditional pseudo R ² and concordance correlation could detect misspecification when it occurred in the conditional mean structure (individual change trajectory) or in both mean structures. Compared to the SEM fit indexes, the correlation-based fit indexes were more robust to sample size but were less robust to data properties such as magnitude of population mean and measurement error. Theoretical and practical implications of the results and directions for future research are discussed.     

The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities

ABSTRACT

In a quasiregular orthography like English, children inevitably encounter irregular words during reading. Previous research suggests successful reading of an irregular word depends at least partially on a child’s ability to address the mismatch between decoded form and stored word pronunciation, referred to as a child’s set for variability, and the word’s relative transparency, measured here using a spelling to pronunciation transparency rating. Item-level analyses were used to explore the relationship between general child performance on the set for variability mispronunciation task, word specific set for variability (predicting reading of that word), spelling to pronunciation transparency rating, and irregular word reading. Significant predictors included general word reading, general set for variability performance, and item-specific set for variability performance; word frequency and spelling to pronunciation transparency rating; and an interaction between word reading and the transparency rating. Results underscore the importance of considering both general and item-specific factors affecting irregular word reading.     

Relationships Among Cortical Thickness,Reading Skill,and Print Exposure in Adults

This study investigated relationships among cortical thickness in the left-hemisphere reading network, and reading skill and experience in adult nonimpaired readers. Given the relationship between print exposure and reading, it is possible that print exposure is related to cortical structure. The pattern of correlations indicated that individuals with higher print exposure had better reading skills and thicker cortices. Furthermore, print exposure accounted for unique variance in cortical thickness in part of the left-hemisphere reading network after accounting for reading skill. This suggests that some of the variation in cortical thickness in adults might be attributable to reading experience, independently of reading skill.     

Context Strengthens Initial Misinterpretations of Text

Three self-paced reading experiments examined the effect of context on interpreting subsequent sentences and in the difficulty of revising initial misinterpretations of subsequent temporarily ambiguous sentences. Target sentences containing noun phrase/sentence (NP/S) coordination ambiguities were preceded by contexts that either did or did not support the preferred, incorrect “NP and NP” interpretation. Online reading times and offline comprehension question responses were the dependent variables. Results suggest that when propositional content of incoming text is consistent with propositional content of the context, readers often hang on to the resulting coherent interpretation even when subsequent input contradicts it. Results also suggest that (a) context affects reading times and final interpretation; (b) when context and comprehension questions bias readers toward the incorrect interpretation, even unambiguous sentences are regularly misinterpreted; and (c) both semantic content and syntactic form of context influence how the context and subsequent text are integrated in memory.     

Assessment of Early Developing Phonological Awareness Skills: A Comparison of the Preschool Individual Growth and Development Indicators and the Phonological Awareness and Literacy Screening–PreK

Research Findings: Assessing the development of early literacy skills is necessary in order to identify children with delays, provide appropriate intervention, and monitor progress. The purpose of the current study was to compare the data obtained from 2 curriculum-based assessments of phonological awareness skills in a sample of low-income, urban preschoolers. Participants included 227 children from Head Start and other community-based preschool classrooms located in a midwestern city. The Preschool Individual Growth and Development Indicators (IGDIs) and the Phonological Awareness and Literacy Screening–PreK (PALS-PreK) were administered in the fall and spring of the year. Results suggested that the PALS-PreK was more advantageous than the IGDIs in terms of providing meaningful data for this group of children. The IGDIs appeared to be more appropriate for developmentally advanced preschoolers in this population. Practice or Policy: There remains a critical need for assessments of emergent literacy that are appropriate for diverse groups of preschool children and can feasibly be used for monitoring development.