An examination of early grade reading assessments in Central Asia: using factor analysis to determine the latent data structure in Kyrgyz, Russian, and Tajik-Reference-Cited by-同舟云学术

An examination of early grade reading assessments in Central Asia: using factor analysis to determine the latent data structure in Kyrgyz, Russian, and Tajik

Published:2021-01-09 Issue:5 Volume:34 Page:1343-1366
ISSN:0922-4777
Container-title:Reading and Writing
language:en
Short-container-title:Read Writ

Author:

Drummond Todd,Nakamura Pooja Reddy

Funder

United States Agency for International Development

Publisher

Springer Science and Business Media LLC

Subject

Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology

Link

https://link.springer.com/content/pdf/10.1007/s11145-020-10110-9.pdf

Reference55 articles.

1. Abadzi, H., & Centanni, T. (2020). Why fast and effortless reading is indispensable for comprehension. Comparative Education, 64, 299–308.

2. American Institutes for Research. (2014). USAID quality reading project: Kyrgyzstan: Early grade reading assessment (EGRA) baseline data report. Washington, DC: American Institutes for Research.

3. Bartlett, L., Dowd, A., & Jonason, C. (2015). Problematizing early grade reading: Should the post-2015 agenda treasure what is measured? International Journal of Educational Development, 40, 308–314.

4. Caravolas, M., Lervåg, A., Mikulajová, M., Defior, S., Seidlová-Málková, G., & Hulme, C. (2019). A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability. Scientific Studies of Reading, 23, 386–402.

5. Catts, H. W., Adolf, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278–293.