Event Title
The Effect of the Language and Cognitive Components on the Reading Comprehension of Children with Reading Disability: Structural Equation Modeling
Date of Publication
2-3-2021
Document Type
Presentation
Abstract
This research study aimed to design a model of reading comprehension for children with a reading disability by incorporating both linguistic and cognitive components into the model. Simple View of Reading(SVR) claims reading comprehension is the product of decoding and listening comprehension; however, reading comprehension is also affected by cognitive components. I analyzed a pre-existing dataset from 360 students with a reading disability and analyzed with PLS Structural Equation Modeling. The results provided potential evidence base through which to revise SVR for a more impactful intervention. The proposed model will have the accountability potential for children with a comprehension disability.
Keywords
Education, Comprehension, Reading
Persistent Identifier
http://hdl.handle.net/10950/2959
The Effect of the Language and Cognitive Components on the Reading Comprehension of Children with Reading Disability: Structural Equation Modeling
This research study aimed to design a model of reading comprehension for children with a reading disability by incorporating both linguistic and cognitive components into the model. Simple View of Reading(SVR) claims reading comprehension is the product of decoding and listening comprehension; however, reading comprehension is also affected by cognitive components. I analyzed a pre-existing dataset from 360 students with a reading disability and analyzed with PLS Structural Equation Modeling. The results provided potential evidence base through which to revise SVR for a more impactful intervention. The proposed model will have the accountability potential for children with a comprehension disability.