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KMID : 1036820160210040631
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Communication Sciences & Disorders
2016 Volume.21 No. 4 p.631 ~ p.641
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A Confirmatory Factor Analysis on Reading Constructs across Ages
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Kim Ae-Hwa
Kim Ui-Jung
Kang Eun-Young
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Abstract
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Objectives: Our major goal in this study was to figure out a factor structure of reading as a construct. We were especially interested in how comparable the results would be across ages (grades).
Methods: To find out how reading constructs change with increasing age, we used two confirmatory factor analyses (CFA) across ages (grades) using word recognition, reading fluency, and reading comprehension, which are generally understood as the three main factors of reading constructs.
Results: The CFA targeted a whole participant regardless of age (grade); a three-factor reading construct model (separate word recognition, reading fluency, reading comprehension) represented the best fit. However, a two-factor reading construct model (word recognition and reading fluency combined, reading comprehension separate) showed the best fit at the preschool stage while the three-factor model was the best fit for the elementary level (grade 1 to grade 6).
Conclusion: According to the results, different reading constructs should be considered in preschool and in elementary school. Also, reading fluency should be a distinct factor within reading constructs in first grade.
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KEYWORD
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Word recognition, Reading fluency, Reading comprehension, Confirmatory factor analysis, Reading structure
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