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    Predicting reading achievement in a transparent orthography: Russian children learn to read

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    Petchko_temple_0225E_10003.pdf
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    Genre
    Thesis/Dissertation
    Date
    2009
    Author
    Petchko, Ekaterina
    Advisor
    Beglar, David
    Committee member
    Schaefer, Kenneth G.
    Sawyer, Mark
    Ross, Steven, 1951-
    Tatsuki, Donna Hurst
    Department
    CITE/Language Arts
    Subject
    Education, Reading
    Psychology, Developmental
    Psychology, Cognitive
    Dyslexia
    Phonological Awareness
    Reading Achievement
    Reading Comprehension
    Reading Disability
    Russian Orthography
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2137
    
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    DOI
    http://dx.doi.org/10.34944/dspace/2119
    Abstract
    This study investigated the cognitive, linguistic, and reading skills of 79 Russian-speaking first and second graders to determine the strongest concurrent predictors of reading achievement. The children were administered a battery of 15 tests from which nine objective, interval-scale measures were derived: phonological awareness, verbal short-term memory, decoding accuracy, listening comprehension, reading comprehension, nonverbal ability (IQ), vocabulary, decoding rate, and rapid naming. In a series of multiple regression analyses, phonological awareness accounted for a small amount of unique variance in both decoding accuracy and decoding rate whereas rapid naming was a unique predictor of decoding rate only. Neither verbal short-term memory nor IQ accounted for any variance in decoding. For reading comprehension, IQ and linguistic comprehension contributed a substantial amount of variance to the prediction of achievement whereas decoding rate did not. However, in a series of direct discriminant function analyses, reliable differences emerged between good and poor decoders on reading comprehension, indicating that decoding <italic> is
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