Using Semantics, Grammar, Phonology, and Rapid Naming Tasks to Predict Word Identification
Identifieur interne : 008723 ( Main/Exploration ); précédent : 008722; suivant : 008724Using Semantics, Grammar, Phonology, and Rapid Naming Tasks to Predict Word Identification
Auteurs : Donald D. Hammill ; Nancy Mather [États-Unis] ; Elizabeth A. Allen ; Rhia Roberts [États-Unis]Source :
- Journal of Learning Disabilities [ 0022-2194 ] ; 2002-03.
English descriptors
- Teeft :
- Ability composites, Acceptable prediction, Allyn bacon, Best predictor, Best predictors, Better predictor, Bower, Bowers wolf, Clinical evaluation, Coefficient, Components analysis, Composite, Composite measures, Comprehensive test, Confirmatory factor analysis, Confusable format, Correlational data, Decoding, Diagnostic utility, Disability, Doubledeficit hypothesis, Dyslexia, Early childhood screening, Early detection, Early stages, Effective predictors, Entire sample, Exception word reading, Factor analysis, False individuals, False negatives, False positives, Fluid intelligence, Geometric sequences subtest, Grammar, Hammill, Identifier, Illinois test, Individual risk factors, Individual tests, Inferring causality, Kindergarten children, Language abilities, Language fundamentalsrevised, Large numbers, Larger coefficients, Last part, Letter identification, Lindamood lindamood, Literacy, Logical sentences, Longitudinal studies, Mather, Mental ability, Morphological closure, Multiple regression, Multiple regression analyses, Multiple regression analysis, Nancy mather, Nonverbal intelligence, Number identification, Older children, Orthographic knowledge, Other researchers, Other subtests, Outcome analyses, Phonemic awareness, Phonemic awareness ability, Phonemic sequential memory, Phonological, Phonological awareness, Phonological measures, Phonological processing, Phonology, Poor readers, Poor reading skills, Poor word identification skills, Practical value, Predictive, Predictive outcome analyses, Predictive outcome analysis, Predictive validity, Predictive value, Predictive variance, Predictor, Preschool children, Present study, Pseudoword reading, Psychological corp, Rapid automatized, Rapid letter, Rapid word, Reading ability, Reading achievement, Reading difficulties, Reading disabilities, Reading disability, Reading failure, Reading problems, Representative sample, Rhia roberts, Scarborough, School psychology, Scientific studies, Scientific study, Screening, Screening measure, Second graders, Semantics, Sensitivity index, Sensitivity indexes, Sentence construction, Sight decoding, Significance criterion, Sound decoding, Sound decoding tests, Sound deletion, Special education, Specificity index, Specificity indexes, Standard score, Standard scores, Study composites, Subtests, Subtyping individuals, Syntactic sentences, Test measures, Test measures word recognition, Torgesen, Total variance, True negatives, True positives, Unique variance, Useful predictor, Variance, Wechsler intelligence scale, Wide variety, Word identification, Word identification ability, Word identification problems, Word identification skill, Word identifiers, Word identifiers group, Word reading efficiency, Young children, Younger children.
Abstract
This study investigated the relative importance of semantic, grammatical, phonological, and rapid naming abilities in predicting word identification in a large, representative sample of children enrolled in first through sixth grade, using correlation, factor analysis, multiple regression, and predictive outcome analysis techniques. Composite measures of these abilities were found to correlate significantly with word identification, even after controlling for the effects of nonverbal intelligence. Factor analysis indicated that the spoken language composites and the word identification composite loaded on one factor, whereas the perceptual speed composites loaded on a second factor. Multiple regression analyses showed that among younger children in the early stages of learning to read and children whose word identifying skills were below average, the phonology and rapid naming composites accounted for the most variance in predicting word identification skills. Among older children and children who were proficient in word identification, the semantics composite accounted for the most variance. The most important analyses in this study (i.e., the calculations of the sensitivity indexes, the specificity indexes, and the positive predictive values) evaluated the practical value of using the composites to predict poor word identification skills in children. To be considered practically useful, all predictive outcome values had to be .75 or greater. None of the composites studied, including an application of the double-deficit hypothesis, met this criterion. The results from this study question the accuracy and utility of using any of the abilities studied to predict which students are at risk for or have poor word identification skills.
Url:
DOI: 10.1177/002221940203500204
Affiliations:
Links toward previous steps (curation, corpus...)
- to stream Istex, to step Corpus: 000355
- to stream Istex, to step Curation: 000353
- to stream Istex, to step Checkpoint: 001B59
- to stream Main, to step Merge: 008B79
- to stream Main, to step Curation: 008723
Le document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Using Semantics, Grammar, Phonology, and Rapid Naming Tasks to Predict Word Identification</title>
<author wicri:is="90%"><name sortKey="Hammill, Donald D" sort="Hammill, Donald D" uniqKey="Hammill D" first="Donald D." last="Hammill">Donald D. Hammill</name>
</author>
<author wicri:is="90%"><name sortKey="Mather, Nancy" sort="Mather, Nancy" uniqKey="Mather N" first="Nancy" last="Mather">Nancy Mather</name>
</author>
<author wicri:is="90%"><name sortKey="Allen, Elizabeth A" sort="Allen, Elizabeth A" uniqKey="Allen E" first="Elizabeth A." last="Allen">Elizabeth A. Allen</name>
</author>
<author wicri:is="90%"><name sortKey="Roberts, Rhia" sort="Roberts, Rhia" uniqKey="Roberts R" first="Rhia" last="Roberts">Rhia Roberts</name>
</author>
</titleStmt>
<publicationStmt><idno type="wicri:source">ISTEX</idno>
<idno type="RBID">ISTEX:0FCE0CFC61BA516AEC6BFF62DF67223304EAFA8A</idno>
<date when="2002" year="2002">2002</date>
<idno type="doi">10.1177/002221940203500204</idno>
<idno type="url">https://api.istex.fr/ark:/67375/M70-BJVG26GX-7/fulltext.pdf</idno>
<idno type="wicri:Area/Istex/Corpus">000355</idno>
<idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Corpus" wicri:corpus="ISTEX">000355</idno>
<idno type="wicri:Area/Istex/Curation">000353</idno>
<idno type="wicri:Area/Istex/Checkpoint">001B59</idno>
<idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Checkpoint">001B59</idno>
<idno type="wicri:doubleKey">0022-2194:2002:Hammill D:using:semantics:grammar</idno>
<idno type="wicri:Area/Main/Merge">008B79</idno>
<idno type="wicri:Area/Main/Curation">008723</idno>
<idno type="wicri:Area/Main/Exploration">008723</idno>
</publicationStmt>
<sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Using Semantics, Grammar, Phonology, and Rapid Naming Tasks to Predict Word Identification</title>
<author wicri:is="90%"><name sortKey="Hammill, Donald D" sort="Hammill, Donald D" uniqKey="Hammill D" first="Donald D." last="Hammill">Donald D. Hammill</name>
<affiliation><wicri:noCountry code="subField">Foundation</wicri:noCountry>
</affiliation>
</author>
<author wicri:is="90%"><name sortKey="Mather, Nancy" sort="Mather, Nancy" uniqKey="Mather N" first="Nancy" last="Mather">Nancy Mather</name>
<affiliation wicri:level="2"><country xml:lang="fr">États-Unis</country>
<placeName><region type="state">Arizona</region>
</placeName>
<wicri:cityArea>Department of Special Education, Rehabilitation</wicri:cityArea>
</affiliation>
</author>
<author wicri:is="90%"><name sortKey="Allen, Elizabeth A" sort="Allen, Elizabeth A" uniqKey="Allen E" first="Elizabeth A." last="Allen">Elizabeth A. Allen</name>
<affiliation><wicri:noCountry code="subField">Inc</wicri:noCountry>
</affiliation>
</author>
<author wicri:is="90%"><name sortKey="Roberts, Rhia" sort="Roberts, Rhia" uniqKey="Roberts R" first="Rhia" last="Roberts">Rhia Roberts</name>
<affiliation wicri:level="3"><country>États-Unis</country>
<placeName><settlement type="city">San Diego</settlement>
<region type="state">Californie</region>
</placeName>
<wicri:orgArea>Chapman University</wicri:orgArea>
</affiliation>
</author>
</analytic>
<monogr></monogr>
<series><title level="j">Journal of Learning Disabilities</title>
<idno type="ISSN">0022-2194</idno>
<idno type="eISSN">1538-4780</idno>
<imprint><publisher>Sage Publications</publisher>
<pubPlace>Sage CA: Thousand Oaks, CA</pubPlace>
<date type="published" when="2002-03">2002-03</date>
<biblScope unit="volume">35</biblScope>
<biblScope unit="issue">2</biblScope>
<biblScope unit="page" from="121">121</biblScope>
<biblScope unit="page" to="136">136</biblScope>
</imprint>
<idno type="ISSN">0022-2194</idno>
</series>
</biblStruct>
</sourceDesc>
<seriesStmt><idno type="ISSN">0022-2194</idno>
</seriesStmt>
</fileDesc>
<profileDesc><textClass><keywords scheme="Teeft" xml:lang="en"><term>Ability composites</term>
<term>Acceptable prediction</term>
<term>Allyn bacon</term>
<term>Best predictor</term>
<term>Best predictors</term>
<term>Better predictor</term>
<term>Bower</term>
<term>Bowers wolf</term>
<term>Clinical evaluation</term>
<term>Coefficient</term>
<term>Components analysis</term>
<term>Composite</term>
<term>Composite measures</term>
<term>Comprehensive test</term>
<term>Confirmatory factor analysis</term>
<term>Confusable format</term>
<term>Correlational data</term>
<term>Decoding</term>
<term>Diagnostic utility</term>
<term>Disability</term>
<term>Doubledeficit hypothesis</term>
<term>Dyslexia</term>
<term>Early childhood screening</term>
<term>Early detection</term>
<term>Early stages</term>
<term>Effective predictors</term>
<term>Entire sample</term>
<term>Exception word reading</term>
<term>Factor analysis</term>
<term>False individuals</term>
<term>False negatives</term>
<term>False positives</term>
<term>Fluid intelligence</term>
<term>Geometric sequences subtest</term>
<term>Grammar</term>
<term>Hammill</term>
<term>Identifier</term>
<term>Illinois test</term>
<term>Individual risk factors</term>
<term>Individual tests</term>
<term>Inferring causality</term>
<term>Kindergarten children</term>
<term>Language abilities</term>
<term>Language fundamentalsrevised</term>
<term>Large numbers</term>
<term>Larger coefficients</term>
<term>Last part</term>
<term>Letter identification</term>
<term>Lindamood lindamood</term>
<term>Literacy</term>
<term>Logical sentences</term>
<term>Longitudinal studies</term>
<term>Mather</term>
<term>Mental ability</term>
<term>Morphological closure</term>
<term>Multiple regression</term>
<term>Multiple regression analyses</term>
<term>Multiple regression analysis</term>
<term>Nancy mather</term>
<term>Nonverbal intelligence</term>
<term>Number identification</term>
<term>Older children</term>
<term>Orthographic knowledge</term>
<term>Other researchers</term>
<term>Other subtests</term>
<term>Outcome analyses</term>
<term>Phonemic awareness</term>
<term>Phonemic awareness ability</term>
<term>Phonemic sequential memory</term>
<term>Phonological</term>
<term>Phonological awareness</term>
<term>Phonological measures</term>
<term>Phonological processing</term>
<term>Phonology</term>
<term>Poor readers</term>
<term>Poor reading skills</term>
<term>Poor word identification skills</term>
<term>Practical value</term>
<term>Predictive</term>
<term>Predictive outcome analyses</term>
<term>Predictive outcome analysis</term>
<term>Predictive validity</term>
<term>Predictive value</term>
<term>Predictive variance</term>
<term>Predictor</term>
<term>Preschool children</term>
<term>Present study</term>
<term>Pseudoword reading</term>
<term>Psychological corp</term>
<term>Rapid automatized</term>
<term>Rapid letter</term>
<term>Rapid word</term>
<term>Reading ability</term>
<term>Reading achievement</term>
<term>Reading difficulties</term>
<term>Reading disabilities</term>
<term>Reading disability</term>
<term>Reading failure</term>
<term>Reading problems</term>
<term>Representative sample</term>
<term>Rhia roberts</term>
<term>Scarborough</term>
<term>School psychology</term>
<term>Scientific studies</term>
<term>Scientific study</term>
<term>Screening</term>
<term>Screening measure</term>
<term>Second graders</term>
<term>Semantics</term>
<term>Sensitivity index</term>
<term>Sensitivity indexes</term>
<term>Sentence construction</term>
<term>Sight decoding</term>
<term>Significance criterion</term>
<term>Sound decoding</term>
<term>Sound decoding tests</term>
<term>Sound deletion</term>
<term>Special education</term>
<term>Specificity index</term>
<term>Specificity indexes</term>
<term>Standard score</term>
<term>Standard scores</term>
<term>Study composites</term>
<term>Subtests</term>
<term>Subtyping individuals</term>
<term>Syntactic sentences</term>
<term>Test measures</term>
<term>Test measures word recognition</term>
<term>Torgesen</term>
<term>Total variance</term>
<term>True negatives</term>
<term>True positives</term>
<term>Unique variance</term>
<term>Useful predictor</term>
<term>Variance</term>
<term>Wechsler intelligence scale</term>
<term>Wide variety</term>
<term>Word identification</term>
<term>Word identification ability</term>
<term>Word identification problems</term>
<term>Word identification skill</term>
<term>Word identifiers</term>
<term>Word identifiers group</term>
<term>Word reading efficiency</term>
<term>Young children</term>
<term>Younger children</term>
</keywords>
</textClass>
<langUsage><language ident="en">en</language>
</langUsage>
</profileDesc>
</teiHeader>
<front><div type="abstract" xml:lang="en">This study investigated the relative importance of semantic, grammatical, phonological, and rapid naming abilities in predicting word identification in a large, representative sample of children enrolled in first through sixth grade, using correlation, factor analysis, multiple regression, and predictive outcome analysis techniques. Composite measures of these abilities were found to correlate significantly with word identification, even after controlling for the effects of nonverbal intelligence. Factor analysis indicated that the spoken language composites and the word identification composite loaded on one factor, whereas the perceptual speed composites loaded on a second factor. Multiple regression analyses showed that among younger children in the early stages of learning to read and children whose word identifying skills were below average, the phonology and rapid naming composites accounted for the most variance in predicting word identification skills. Among older children and children who were proficient in word identification, the semantics composite accounted for the most variance. The most important analyses in this study (i.e., the calculations of the sensitivity indexes, the specificity indexes, and the positive predictive values) evaluated the practical value of using the composites to predict poor word identification skills in children. To be considered practically useful, all predictive outcome values had to be .75 or greater. None of the composites studied, including an application of the double-deficit hypothesis, met this criterion. The results from this study question the accuracy and utility of using any of the abilities studied to predict which students are at risk for or have poor word identification skills.</div>
</front>
</TEI>
<affiliations><list><country><li>États-Unis</li>
</country>
<region><li>Arizona</li>
<li>Californie</li>
</region>
<settlement><li>San Diego</li>
</settlement>
</list>
<tree><noCountry><name sortKey="Allen, Elizabeth A" sort="Allen, Elizabeth A" uniqKey="Allen E" first="Elizabeth A." last="Allen">Elizabeth A. Allen</name>
<name sortKey="Hammill, Donald D" sort="Hammill, Donald D" uniqKey="Hammill D" first="Donald D." last="Hammill">Donald D. Hammill</name>
</noCountry>
<country name="États-Unis"><region name="Arizona"><name sortKey="Mather, Nancy" sort="Mather, Nancy" uniqKey="Mather N" first="Nancy" last="Mather">Nancy Mather</name>
</region>
<name sortKey="Roberts, Rhia" sort="Roberts, Rhia" uniqKey="Roberts R" first="Rhia" last="Roberts">Rhia Roberts</name>
</country>
</tree>
</affiliations>
</record>
Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Wicri/Lorraine/explor/InforLorV4/Data/Main/Exploration
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 008723 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Main/Exploration/biblio.hfd -nk 008723 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien |wiki= Wicri/Lorraine |area= InforLorV4 |flux= Main |étape= Exploration |type= RBID |clé= ISTEX:0FCE0CFC61BA516AEC6BFF62DF67223304EAFA8A |texte= Using Semantics, Grammar, Phonology, and Rapid Naming Tasks to Predict Word Identification }}
![]() | This area was generated with Dilib version V0.6.33. | ![]() |