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Journal of Psychoeducational Assessment
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Modeling the Relationships Between Cognitive and Reading Measures in Third and Fourth Grade Children

David E. Wood

Poudre School District, davidw{at}psdschools.org

The relationships between cognitive and reading measures in third and fourth grade children were analyzed using path modeling. Third graders were tested in word identification, pseudo word reading, orthographic speed, rapid naming, and oral vocabulary knowledge. In third and fourth grades, the students were tested in oral reading fluency and in reading comprehension with a statewide reading test. Path modeling using word identification, oral reading fluency, and reading comprehension as dependent variables indicated a very good fit (normed fit index of .99 for both third and fourth grades). The pattern of predictors differed depending on the reading outcome variable. The independent predictors of oral reading fluency were oral vocabulary knowledge, pseudo word reading, rapid naming, and a novel test of orthographic speed. The test of orthographic speed also made a unique contribution to word identification. Oral vocabulary knowledge was a unique predictor of reading comprehension for both models.

Key Words: assessment • reading abilities • word identification • reading fluency • reading comprehension • path modeling

This version was published on April 1, 2009

Journal of Psychoeducational Assessment, Vol. 27, No. 2, 96-112 (2009)
DOI: 10.1177/0734282908323609
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