Longitudinal contributions of morphological awareness, listening comprehension, and gains in word reading fluency to later word- and text-reading fluency
Bibliographic record
Abstract
This study examined the contributions of morphological awareness, listening comprehension, and early gains in word reading fluency to later outcomes in word- and text-reading fluency. There were 83 participants in second and third grade who were followed across 18 months. Gains in word reading fluency across the first six months predicted both word- and text-reading fluency one year later, beyond variance accounted for by initial word reading fluency, phonological awareness, rapid naming, and two oral language skills. Initial morphological awareness predicted reliable additional variance in word- and text-reading fluency 18 months later. The contribution of listening comprehension was specific to outcomes in text reading fluency. In the last analyses, listening comprehension, but not morphological awareness, predicted unique variance in final text reading fluency beyond final word reading fluency. Findings are discussed in terms of the developmental time-course of reading fluency and the roles of the two oral language skills examined.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".