Study 1 – Longitudinal

The aims of Study 1 are:

1. To identify grade-related differences in the relative contribution of lower- and higher-level language skills to children’s listening and reading comprehension in PK through G3;
2. To determine the nature of the prospective relationship between children’s lower- and higher-level language skills in the early grades and reading comprehension in G3; and
3. To determine the extent to which select child- and environmental-level attributes are positive, prospective predictors of reading comprehension and to determine whether these moderate the relations between language skills and reading comprehension.

 

Publications

LARRC. (2015). The dimensionality of Spanish in young Spanish-English dual-language learners. Journal of Speech, Language, and Hearing Research, 58: 754-66. doi:10.1044/2015_JSLHR-L-13-0266

LARRC. (2015), The dimensionality of language ability in young children. Child Development, 86: 1948–1965. doi: 10.1111/cdev.12450

LARRC, Farquharson, K. & Murphy, K. (2016). Ten Steps to a Large, Multi-site, Longitudinal Investigation of Language and Reading in Young Children. Frontiers in Developmental Psychology.

Murphy, K. A., LARRC, & Farquharson, K. (In Press). Investigating profiles of lexical quality in preschool and their contribution to first grade reading. Reading and Writing: An Interdisciplinary Journal.

O’Connell, AA, Pentimonti, J., and the Language and Reading Research Consortium (LARRC) (2012). “Assessing Cognitive Processes at the Core of Reading Comprehension: Pre-Kindergarten through Third Grade for the General English Speaking Population.” Paper presented at the Annual Meeting of the National Council on Measurement in Education (NCME), April 2012. Vancouver, BC.

[ Read Summary ]     [ > > > Download Presentation ]

Restrepo, M.A. (2012, April) and the Language and Reading Research Consortium (LARRC) (2012). Assessing Cognitive Processes at the Core of Reading Comprehension in Preschool English Language Learners. Paper presented at the Annual Meeting of the National Council on Measurement in Education (NCME), April 2012. Vancouver, BC.

[ > > > Download Presentation ]

Language and Reading Research Consortium, presented by T.P. Hogan (2012, July). “Developing interventions to support early reading comprehension: Results from iterative design.” Society for the Scientific Study of Reading Annual Conference, Montreal, Canada.

[ > > > Download Presentation ]

Cain, K., Hogan, T., Pentimonti, J., & LARRC. “Reading and listening comprehension from 6 to 9 years: Is working memory equally important for both?” Paper presented at British Psychology Society Developmental Section Annual Conference, Glasgow, September, 2012.

[ Read Summary ]     [ > > > Download Presentation ]

Bridges, M.S., & Language and Reading Research Consortium (2012, February). Improving reading and listening comprehension in PreK through Grade 3 settings: Conceptual bases of language-based interventions. Society for Research on Educational Effectiveness conference, Washington, D.C.

[ > > > Download Presentation ]

2013

Cain, K., and LARRC. (2013). The dimensionality of language ability in young children. Paper presented at the Child Language Seminar, June 2013, Manchester, England.

[ Read Summary ]     [ > > > Download Presentation ]

Gray, S., Restrepo, M. A., O’Connell, A., Pentimonti, J., & the Language and Reading Research Consortium (June 2013). Dimensionality of language in young Spanish-English dual language learners. Poster presented at the thirty-fourth Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, WI.

Cain, K., Hogan, T., Pentimonti, J., & Language and Reading Research Consortium (LARRC) (2013, July).  Reading and listening comprehension from 6 to 9 years: Are attention and memory equally important for both? Paper presented at annual meeting of Society for the Scientific Study of Reading, Hong Kong.

Davis, D. L., Hogan, T. P., Long, Y., Green, J., Bridges, M., Catts, H., & the Language and Reading Research Consortium (June 2013). The relation between pausing in oral narrative retells and comprehension. Symposium presented at the Society for the Scientific Study of Reading, Hong Kong, China.

Restrepo, M. A., Gray, S., & the Language and Reading Research Consortium (July 2013). Language Bases of Language Comprehension in Preschool Bilinguals Learning to Read in English as a Second Language. Symposium presented at the Society for the Scientific Study of Reading, Hong Kong, China.

2014

Farquharson, K., Cain, K., Hogan, T.P., Yeomans-Maldonado, G., Murphy, K, & LARRC (2014, July).  The role of memory updating in differentiating good and poor comprehenders.  Poster presented at Society for the Scientific Study of Reading, Santa Fe, NM.

Restrepo, M. A. & Language and Reading Research Consortium (2014, October). Diferencias Individuales en la Adquisición de inglés como Segundo idioma. Encuentro de diferencias individuales. Ciudad de México, Universidad  Autónoma de México.

Murphy, K.A., Farquharson, K., & LARRC (2014, November). Profiles of lexical quality in preschoolers and the simple view of reading. Technical research session presented at the annual convention of the American Speech and Hearing Association, Orlando, FL.

O’Connell, A., McCoach, B., Yeomans-Maldonado, G., & LARRC (2014, November). Best Practices in Residual Diagnostics and Model Assessment in a Multilevel Framework. Invited talk presented at the Advances In Multilevel Modeling for Educational Research Meeting: Addressing Practical Issues Found in Real-World Applications, College Park, MD.

2015

Dynia, J., Piasta, S. & LARRC. (2015, January). Classroom Observational Measures in a Large Multisite Early Childhood Literacy Study. In Hui, J. & Yeomans-Maldonado, G. (Chairs), Pentimonti, J. (Discussant). Data Collection and Data Analyses in Large Multisite Early Childhood Literacy Studies. Symposium conducted at the International Congress for School Effectiveness. Cincinnati, OH.

Jiang, H. & LARRC. (2015, January). Dealing with Missing Data in Multisite, Longitudinal Trials. In Hui, J. & Yeomans-Maldonado, G. (Chairs), Pentimonti, J. (Discussant). Data Collection and Data Analyses in Large Multisite Early Childhood Literacy Studies. Symposium conducted at the International Congress for School Effectiveness. Cincinnati, OH.

Murphy, K., Pentimonti, J. & LARRC. (2015, January). Investigating Child Language and Reading Development. In Hui, J. & Yeomans-Maldonado, G. (Chairs), Pentimonti, J. (Discussant). Data Collection and Data Analyses in Large Multisite Early Childhood Literacy Studies. Symposium conducted at the International Congress for School Effectiveness. Cincinnati, OH.

Yeomans-Maldonado, G., Logan, J. & LARRC. (2015, January). Showcasing Modeling Techniques. In Hui, J. & Yeomans-Maldonado, G. (Chairs), Pentimonti, J. (Discussant). Data Collection and Data Analyses in Large Multisite Early Childhood Literacy Studies. Symposium conducted at the International Congress for School Effectiveness. Cincinnati, OH.

Yeomans-Maldonado, G., Justice, L., Cain, K., & LARRC. (2015, July). Development of Comprehension Monitoring in Beginning Readers. Presentation given at the Society for the Scientific Study of Reading, Island of Hawaii, HI.

Alonzo, C.N., Hogan, T.P., Yeomans-Maldonado, G., Murphy, K., Bevens, B., Sheranian, K., & LARRC (2015, November). Predicting second grade listening comprehension using preschool measures. American Speech, Language, and Hearing Association Annual Convention, Denver, CO.

Gray, S., Logan, J., Catts, H., Pentimonti, J., & Language and Reading Research Consortium (2016, February). Oral Language and Listening Comprehension: Same or Different Construct? Poster presented at the Pacific Coast Research Conference, Coronado, CA.

2016

Yeomans-Maldonado, G., Bengochea, A., O’Connell, A. & LARRC. (2016, April). The Influence of Home Literacy Environment and Parental Reading Beliefs on Vocabulary Development for Latino Children. Presentation given at the American Educational Research Association, Washington, DC.