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A “Simple” Illustration of a Joint Model of Reading and Writing Using Meta-analytic Structural Equation Modeling (MASEM)

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Reading-Writing Connections

Part of the book series: Literacy Studies ((LITS,volume 19))

Abstract

This chapter introduces a novel approach to modeling reading/writing relations. We conducted an exploratory meta-analysis of the reading and writing literature to identify academic skills related to both domains. Using the Simple View of Reading and Writing as theoretical frameworks, we then fit structural equation models to evaluate the direct contributions of (1) decoding/orthography, (2) language (operationalized as listening comprehension, oral expression and vocabulary), (3) transcription (operationalized as handwriting and spelling) and (4) working memory, on reading and writing. We further evaluated indirect effects of these four academic skills on writing through the mediating effect of reading. We use MASEM to conduct a meta-analysis and fit a structural equation model to meta-analytic data. While this method is complex, our illustration uses broad strokes to focus on the main aspects of the MASEM approach. Thus, both the illustration of MASEM and the theoretical frameworks are “simple”, although complex frameworks underlie each.

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Authors and Affiliations

  1. Department of Psychology and Texas Institute for Measurement, Evaluation and Statistics, University of Houston, Houston, TX, USA

    Yusra Ahmed

  2. Department of Psychology and Florida Center for Reading Research, Florida State University, Tallahassee, FL, USA

    Richard K. Wagner

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  1. Yusra Ahmed
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  2. Richard K. Wagner
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Correspondence to Yusra Ahmed .

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Editors and Affiliations

  1. Department of Psychology, University of Porto, Porto, Portugal

    Rui A. Alves

  2. Department of Psychology, University of Porto, Porto, Portugal

    Teresa Limpo

  3. College of Education, Texas A&M University, College Station, TX, USA

    R. Malatesha Joshi

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Ahmed, Y., Wagner, R.K. (2020). A “Simple” Illustration of a Joint Model of Reading and Writing Using Meta-analytic Structural Equation Modeling (MASEM). In: Alves, R.A., Limpo, T., Joshi, R.M. (eds) Reading-Writing Connections. Literacy Studies, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-030-38811-9_4

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  • Online ISBN: 978-3-030-38811-9

  • eBook Packages: EducationEducation (R0)

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