Developing a Structural Model of Reading: The Role of Hearing Status in Reading Development Over Time

Karien M. Coppens; Agnes Tellings; Robert Schreuder; Ludo Verhoeven

doi:10.1093/deafed/ent024

Developing a Structural Model of Reading: The Role of Hearing Status in Reading Development Over Time

Karien M. Coppens^*, Agnes Tellings, Robert Schreuder, Ludo Verhoeven

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

The purpose of the present study was to develop a structural model of reading based on the Lexical Quality Hypothesis (Perfetti & Hart, 2002). Data from a 4-year longitudinal study of Dutch primary school children with and without hearing loss were used to conduct an exploratory analysis of how lexical components (i.e., decoding skills, lexical decision, and lexical use) relate to one another and to reading comprehension. Our structural model supports a positive role of the quality of the mental lexicon for reading comprehension. Furthermore, it was possible to apply the same conceptual model of reading development to both groups of children when incorporating hearing status as a grouping variable. However, a multigroup comparison model showed that the predictive values of the relations between the different tasks differed for the two groups.

Original language	English
Pages (from-to)	489-512
Journal	Journal of Deaf Studies and Deaf Education
Volume	18
Issue number	4
DOIs	https://doi.org/10.1093/deafed/ent024
Publication status	Published - Oct 2013
Externally published	Yes

Access to Document

10.1093/deafed/ent024

Cite this

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title = "Developing a Structural Model of Reading: The Role of Hearing Status in Reading Development Over Time",

abstract = "The purpose of the present study was to develop a structural model of reading based on the Lexical Quality Hypothesis (Perfetti & Hart, 2002). Data from a 4-year longitudinal study of Dutch primary school children with and without hearing loss were used to conduct an exploratory analysis of how lexical components (i.e., decoding skills, lexical decision, and lexical use) relate to one another and to reading comprehension. Our structural model supports a positive role of the quality of the mental lexicon for reading comprehension. Furthermore, it was possible to apply the same conceptual model of reading development to both groups of children when incorporating hearing status as a grouping variable. However, a multigroup comparison model showed that the predictive values of the relations between the different tasks differed for the two groups.",

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AU - Verhoeven, Ludo

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AB - The purpose of the present study was to develop a structural model of reading based on the Lexical Quality Hypothesis (Perfetti & Hart, 2002). Data from a 4-year longitudinal study of Dutch primary school children with and without hearing loss were used to conduct an exploratory analysis of how lexical components (i.e., decoding skills, lexical decision, and lexical use) relate to one another and to reading comprehension. Our structural model supports a positive role of the quality of the mental lexicon for reading comprehension. Furthermore, it was possible to apply the same conceptual model of reading development to both groups of children when incorporating hearing status as a grouping variable. However, a multigroup comparison model showed that the predictive values of the relations between the different tasks differed for the two groups.

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