Specific syntax and vocabulary factors uniquely predicted reading comprehension in only one grade each (syntax in 4th, vocabulary in 7th)¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After controlling for the general oral language factor, the specific vocabulary factor significantly predicted reading comprehension only in seventh grade and the specific syntax factor only in fourth grade. → Foorman Barbara R. 2015

Evidence¶

Foorman Barbara R. 2015¶

Foorman Barbara R., Koon Sharon, Petscher Yaacov, Mitchell Alison, Truckenmiller Adrea. (2015). Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th–10th Grades. Journal of Educational Psychology. https://doi.org/10.1037/edu0000026

q2 · i? · associational · r2

Structural analysis of the bifactor model tested whether residual variance in syntax and vocabulary uniquely related to comprehension after controlling for the general oral language factor; the article reports unique prediction "in only seventh grade" for vocabulary and "in only one grade (i.e., fourth grade)" for syntax.

"the specific vocabulary factor significantly predicted reading comprehension in only seventh grade. Similarly, the specific syntax factor significantly predicted reading comprehension in only one grade (i.e., fourth grade)."

Discussion¶

Learner Variables¶

• Syntax — predictor: learners who differ on it differ in outcomes
• Vocabulary — predictor: learners who differ on it differ in outcomes

Related Claims¶

• A general oral language factor comprising syntax and vocabulary indicators significantly predicts reading comprehension in all grades 4–10, in models whose latent factors together account for 72%–99% of its variance — a broader claim this one bears on
• Decoding fluency did not uniquely predict reading comprehension in any grade 4–10, though it correlated moderately with comprehension (.47–.74) — related
• A bifactor model of oral language and reading fits better than one-, three-, and four-factor models in every grade from 4th through 10th — related
• No common underlying proficiency emerges for oral language: bifactor models of expressive and definitional vocabulary did not converge — related