The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students From Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry
This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and morpho-syntactic skills, and alphabetic and word recognition skills. Data were obtained for 224 culturally diverse kindergarteners (58% Black, 34% White, and 8% Hispanic or other; 58% received free or reduced-price lunch) from a larger study conducted in seven predominantly high poverty schools (n = 20 classrooms) in a midsized city school district in northern Florida. Results from a hierarchical multiple regression (with variables in the ecological domain entered first, followed by the psychological and cognitive domains) revealed a model that explained roughly 56% of the variance in first grade reading achievement, using fall-of-kindergarten predictors. Letter-word reading and morpho-syntactic skill were the strongest significant predictors. The findings largely support the CMR model as a means to understand individual differences in reading acquisition and, in turn, to support data-based instructional decisions for a wider range of children. © Hammill Institute on Disabilities 2012.
beginning reading, dialect, home literacy environment, kindergarten, oral language
Ortiz, Miriam, Jessica S. Folsom, Stephanie Al Otaiba, Luana Greulich, Shurita Thomas-Tate, and Carol M. Connor. "The componential model of reading: Predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry." Journal of Learning Disabilities 45, no. 5 (2012): 406-417.
Journal of Learning Disabilities