Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12

Contemporary Educational Psychology

Volumn 44-45, Issue , 2016, Pages 68-82

  Ahmed, Yusra ^a   Francis, David J ^a   York, Mary ^a   Fletcher, Jack M ^a   Barnes, Marcia ^b   Kulesz, Paulina ^a  

^a UNIVERSITY OF HOUSTON   (United States)

^b UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

Background knowledge; Inference; Reading strategies Simple View of Reading; Vocabulary

Indexed keywords

EID: 84960155669     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2016.02.002     Document Type: Article

References (58)

1. ACT, Inc Reading between the lines: What ACT reveals about college readiness in reading 2006, Author, Iowa City, IA.
2. ACT, Inc ACT profile report-national: Graduating class 2009 national 2009, Author, Iowa City, IA.
3. Akyol H., Ulusoy M. Pre-service teachers' use of reading strategies in their own readings and future classrooms. Teaching and Teacher Education 2010, 26(4):878-884.
4. Asendorpf J.B., Conner M., De Fruyt F., De Houwer J., Denissen J.J., Fiedler K., et al. Recommendations for increasing replicability in psychology. European Journal of Personality 2013, 27(2):108-119.
5. Barnes, M.A., Davis, E., Kulesz, P.A., York, M., & Francis, D. (under revision) New vocabulary learning in adolescent adequate and struggling comprehenders: Effects of semantic reinforcement and semantic discrimination learning.
6. Barnes M.A., Ahmed Y., Barth A., Francis D.J. The relation of knowledge-text integration processes and reading comprehension in 7th-to 12th-grade students. Scientific Studies of Reading 2015, 19(4):253-272.
7. Barth A.E., Barnes M., Francis D., Vaughn S., York M. Inferential processing among adequate and struggling adolescent comprehenders and relations to reading comprehension. Reading and writing 2015, 28(5):587-609.
8. Biancarosa G., Snow C.E. Reading next: A vision for action and research in middle and high school literacy: A report from Carnegie Corporation of New York 2004, Alliance for Excellent Education, Washington, DC.
9. Bloom H.S., Hill C.J., Black A.R., Lipsey M.W. Performance trajectories and performance gaps as achievement effect-size benchmarks for educational interventions. Journal of Research on Educational Effectiveness 2008, 1(4):289-328.
10. Cain K., Oakhill J., Bryant P. Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology 2004, 96(1):31.
11. Cain K., Oakhill J., Lemmon K. Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology 2004, 96(4):671.
12. Cain K., Oakhill J.V. Inference making ability and its relation to comprehension failure in young children. Reading and Writing 1999, 11(5-6):489-503.
13. Cook T.D., Campbell D.T. Quasi-experimentation: Design & analysis issues for field settings 1979, Vol. 351. Houghton Mifflin, Boston.
14. Cromley J., Azevedo R. Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology 2007, 99:311-325.
15. Cromley J.G., Snyder-Hogan L.E., Luciw-Dubas U.A. Reading comprehension of scientific text: A domain-specific test of the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology 2010, 102(3):687-700.
16. Denton C.A., Wolters C.A., York M., Swanson E., Kulesz P., Francis D.J. Adolescents' use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender. Learning and Individual Differences 2014, 37:81-95.
17. Easley R.W., Madden C.S., Dunn M.G. Conducting marketing science: The role of replication in the research process. Journal of Business Research 2000, 48(1):83-92.
18. Fletcher J.M., Francis D.J., Stuebing K.K., Shaywitz B.A., Shaywitz S.E., Shankweiler D.P., et al. Conceptual and methodological issues in construct definition. Attention, memory, and executive function 1996, 17-42. Paul H Brookes Publishing, Baltimore, MD, USA. G.R. Lyon, N.A. Krasnegor (Eds.).
19. Florit E., Cain K. The simple view of reading: Is it valid for different types of alphabetic orthographies?. Educational Psychology Review 2011, 23(4):553-576.
20. Fornell C., Larcker D.F. Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research 1981, 39-50.
21. Francis D.J., Shaywitz S.E., Stuebing K.K., Shaywitz B.A., Fletcher J.M. Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology 1996, 88(1):3.
22. Francis G. Replication, statistical consistency, and publication bias. Journal of Mathematical Psychology 2013, 57(5):153-169.
23. Fritschmann N.S., Deshler D.D., Schumaker J.B. The effects of instruction in an inference strategy on the reading comprehension skills of adolescents with disabilities. Learning Disability Quarterly 2007, 30(4):245-262.
24. Gernsbacher M.A., Varner K.R., Faust M.E. Investigating differences in general comprehension skill. Journal of Experimental Psychology. Learning, Memory, and Cognition 1990, 16:430-445.
25. Hoover W.A., Gough P.B. The simple view of reading. Reading and Writing 1990, 2(2):127-160.
26. Ioannidis J.P. Why most published research findings are false. PLoS Medicine 2005, 2(8):e124.
27. Kamil M.L., Borman G.D., Dole J., Kral C.C., Salinger T., Torgesen J. Improving adolescent literacy: Effective classroom and intervention practices: A practice Guide (NCEE#2008-4027) 2008, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, Washington, DC.
28. Kaufman A.S., Kaufman N.L. Kaufman brief intelligence test 2004, Pearson, Inc., Bloomington, MN. 2nd ed.
29. Kintsch W. Comprehension: A paradigm for cognition 1998, Cambridge University Press.
30. LaBerge D., Samuels S.J. Toward a theory of automatic information processing in reading. Cognitive Psychology 1974, 6(2):293-323.
31. MacGinitie W.H., MacGinitie R.K., Maria K., Dreyer L. Gates-MacGinitie reading tests 2000, Riverside Publishing, Chicago. 4th ed.
32. Mokhtari K., Reichard C.A. Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology 2002, 94(2):249.
33. Muthén L.K., Muthén B.O. Mplus user's guide 1998-2012, Muthén & Muthén, Los Angeles, CA. 7th ed.
34. Nagy W.E., Herman P.A., Anderson R.C. Learning words from context. Reading Research Quarterly 1985, 20:233-253.
35. NCAL Reach higher, America: Overcoming crisis in the U.S. workforce 2008, National Commission on Adult Literacy.
36. Oakhill J.V., Cain K. The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading 2012, 16:91-121.
37. Paris A.H., Paris S.G. Assessing narrative comprehension in young children. Reading Research Quarterly 2003, 38(1):36-76.
38. Paris S.G., Carpenter R.D., Paris A.H., Hamilton E.E. Spurious and genuine correlates of children's reading comprehension. Children's reading comprehension and assessment 2005, 131-160. LEA, Mahwah, NJ. S.G. Paris, S.A. Stahl (Eds.).
39. Perfetti C.A. Reading ability 1985, Oxford University Press.
40. Perfetti C.A., Adlof S.M. Reading comprehension: A conceptual framework from word meaning to text meaning. Measuring up: Advances in how to assess reading ability 2012, 3-20. Rowman & Littlefield Education, Lanham, MD. J.P. Sabatini, E.R. Albro, T. O'Reilly (Eds.).
41. Pike M.M., Barnes M.A., Barron R.W. The role of illustrations in children's inferential comprehension. Journal of Experimental Child Psychology 2010, 105(3):243-255.
42. Pike M., Swank P., Taylor H., Landry S., Barnes M.A. Effect of preschool working memory, language, and narrative abilities on inferential comprehension at school-age in children with spina bifida myelomeningocele and typically developing children. Journal of the International Neuropsychological Society 2013, 19(04):390-399.
43. Podsakoff P.M., MacKenzie S.B., Lee J.Y., Podsakoff N.P. Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology 2003, 88(5):879.
44. Podsakoff P.M., MacKenzie S.B., Podsakoff N.P. Sources of method bias in social science research and recommendations on how to control it. Annual Review of Psychology 2012, 63:539-569.
45. Singer M., Andruslak P., Reisdorf P., Black N.L. Individual differences in bridging inference processes. Memory & Cognition 1992, 20(5):539-548.
46. Singer M., Halldorson M., Lear J.C., Andrusiak P. Validation of causal bridging inferences in discourse understanding. Journal of Memory and Language 1992, 31(4):507-524.
47. Smith S.R. Testing a multicomponent model of reading comprehension for seventh-and eighth-grade students 2013, Doctoral dissertation; Texas A&M University.
48. Stroebe W., Strack F. The alleged crisis and the illusion of exact replication. Perspectives on Psychological Science: A Journal of the Association for Psychological Science 2014, 9(1):59-71.
49. Taraban R., Kerr M., Rynearson K. Analytic and pragmatic factors in college students' metacognitive reading strategies. Reading Psychology 2004, 25(2):67-81.
50. Texas Education Agency Texas assessment of knowledge and skills (TAKS) 2003, Authors, Austin, TX.
51. Tighe E.L., Schatschneider C. A dominance analysis approach to determining predictor importance in third, seventh, and tenth grade reading comprehension skills. Reading and Writing 2014, 27(1):101-127.
52. Torgesen J.K., Wagner R.K., Rashotte C.A. TOWRE: Test of Word Reading Efficiency 1999, Pro-Ed, Austin.
53. Tunmer W.E., Chapman J.W. The simple view of reading redux vocabulary knowledge and the independent components hypothesis. Journal of Learning Disabilities 2012, 45(5):453-466.
54. van den Broek P., Kendeou P., Kremer K., Lynch J., Butler J., White M.J., et al. Assessment of comprehension abilities in young children. Children's reading comprehension and assessment 2005, 107-130. Laurence Erlbaum Associates, Mahwah, NJ. S.G. Paris, S.A. Stahl (Eds.).
55. Vellutino F.R., Fletcher J.M., Snowling M.J., Scanlon D.M. Specific reading disability (dyslexia): What have we learned in the past four decades?. Journal of Child Psychology and Psychiatry, and Allied Disciplines 2004, 45(1):2-40.
56. Verhoeven L., Van Leeuwe J. Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology 2008, 22(3):407-423.
57. Wagner R.K., Torgesen J.K., Rashotte C.A. Test of silent reading efficiency and comprehension (TOSREC) 2010, Pro-Ed, Austin, TX.
58. Woodcock R.W., McGrew K., Mather N. Woodcock-Johnson tests of achievement 2007, Riverside Publishing, Itasca, IL. 3rd ed.