Longitudinal Models of Developmental Dynamics Between Reading and Cognition from Childhood to Adolescence

Autor/inn/en	Ferrer, Emilio; McArdle, John J.; Shaywitz, Bennett A.; Holahan, John M.; Marchione, Karen; Shaywitz, Sally E.
Institution	American Psychological Association, Washington, DC.
Titel	Longitudinal Models of Developmental Dynamics Between Reading and Cognition from Childhood to Adolescence
Quelle	In: Developmental Psychology, 43 (2007) 6, S.1460-1473 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Intelligence Tests; Student Motivation; Measures (Individuals); Grade 8; Grade 3; Grade 12; Models; Longitudinal Studies; Reading; Schemata (Cognition); Elementary Secondary Education; Word Recognition; Reading Comprehension + Suchen Sie Ihr Suchwort? Intelligence test; Intelligenztest; Schulische Motivation; Messdaten; School year 08; 8. Schuljahr; Schuljahr 08; School year 03; 3. Schuljahr; Schuljahr 03; School year 12; 12. Schuljahr; Schuljahr 12; Analogiemodell; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseprozess; Lesen; Cognition; Schema; Kognition; Worterkennung; Leseverstehen
Abstract	The authors applied linear dynamic models to longitudinal data to examine the dynamics of reading and cognition from 1st to 12th grade. They used longitudinal data (N=445) from the Connecticut Longitudinal Study (S. E. Shaywitz, B. A. Shaywitz, J. M. Fletcher, & M. D. Escobar, 1990) to map the dynamic interrelations of various scales of the Wechsler Intelligence Scales for Children--Revised (i.e., Full, Performance, and Verbal) and specific markers of the Woodcock-Johnson Psycho-Educational Battery--Revised reading cluster (i.e., Letter-Word ID, Decoding, and Comprehension). The results of these analyses indicate that (a) there is a positive dynamic relation between reading and cognition across the selected age range; (b) this dynamic relation is symbiotic, with positive influences in both directions; (c) the influence from cognition to reading is stronger when considering the Wechsler Intelligence Scales for Children Performance--Revised Performance scale and weaker with the Verbal scale; (d) when examining the different Reading subtests, the influences from cognition are more apparent for Letter-Word ID and Comprehension and are less perceptible for Decoding; and (e) the dynamics of reading and cognition appear to be of stronger magnitude during 1st to 3rd grade, less strong during 4th to 8th grade, and weaker from 9th to 12th grade. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10