Dissociation Between Language and Cognitive Components in the Comprehension of Children With Reading Disability: Structural Equation Modeling

• In Event: Applications of Structural Equation Modeling in Education Research

Abstract

The Purpose was to design a model of reading comprehension for children with comprehension disability by incorporating both linguistic and cognitive components.
Theoretical Framework is the simple view of reading___SVR.
Method. This secondary data analysis used the pre-existing data from the reading scores of 360 children with a reading disability. The endogenous variable was reading comprehension and exogenous variables were decoding, listening and reading comprehension, vocabulary and attention. By using the PLS software, we designed a structural equation modeling.
Results of PLS-SEM provided input to revise the SVR to have accountability for children with a comprehension disability.
Significance. SVR does not predict the reading comprehension of children with reading disability as efficiently as it predicts that of typically developing children.

Authors

• Leily Ziglari, Texas A&M University - College Station

• David D. Paige, Northern Illinois University

• William H. Rupley