Pressure Points in Reading Comprehension: A Quantile Multiple Regression Analysis

Language and Reading Research Consortium and Jessica Logan Ohio State University

Research output: Contribution to journalArticlepeer-review

35 Scopus citations

Abstract

The goal of this study was to examine how selected pressure points or areas of vulnerability are related to individual differences in reading comprehension and whether the importance of these pressure points varies as a function of the level of children’s reading comprehension. A sample of 245 third-grade children were given an assessment battery that included multiple measures of vocabulary, grammar, higher-level language ability, word reading, working memory, and reading comprehension. Ordinary least squares (OLS) and quantile regression analyses were undertaken. OLS regression analyses indicated that all variables except working memory accounted for unique variance in reading comprehension. However, quantile regression showed that the extent of the relationships varied in some cases across readers of different ability levels. Results suggest that quantile regression may be a useful approach for the study of reading in both typical and atypical readers and aid greater specification of componential models of reading comprehension across the ability range.

Original languageEnglish (US)
Pages (from-to)451-464
Number of pages14
JournalJournal of Educational Psychology
Volume109
Issue number4
DOIs
StatePublished - May 2017

Keywords

  • Language
  • Quantile regression
  • Reading comprehension

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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