Richard K Wagner
Biographic Data
| ID | 1661452 |
|---|---|
| NAME | Richard K Wagner |
| GIVEN NAMES | Richard K |
| FAMILY NAME | Wagner |
| SIGNATURE | WAGNER R K |
| AFFILIATIONS | Florida State University |
| ORCID | 0000-0002-3243-7894 |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 307 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 7 |
Comparing Children With and Without Learning Disabilities on Their Home Literacy Environment and Its Association With Pre-Reading Skills
Despite children with learning disabilities (LDs) being at high risk for reading delays, how the informal home literacy environment (HLE) of LD children compares to that of their non-LD peers has not previously been investigated. Neither has the extent to which informal HLE is associated with pre-reading skills been compared for these two groups. To address these questions, we analyzed the data of 2,090 U.S. children with and without LDs from the…
Revisiting the definition of dyslexia
Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading
Definitions of dyslexia typically make reference to unexpected poor reading, although how best to operationalize unexpected remains an issue. When operationally defined as reading below expectations based on the level of oral language, cases of unexpected poor reading make up fewer than half of cases of poor reading, and cases of unexpected poor reading occur throughout the range of reading proficiency. An implication is that what optimally predi…
A model-based meta-analytic examination of specific reading comprehension deficit: How prevalent is it and does the simple view of reading account for it
Understanding, educating, and supporting children with specific learning disabilities: 50 Years of Science and Practice.
The Prevalence of Dyslexia: A New Approach to Its Estimation
How prevalent is dyslexia? A definitive answer to this question has been elusive because of the continuous distribution of reading performance and predictors of dyslexia and because of the heterogeneous nature of samples of poor readers. Samples of poor readers are a mixture of individuals whose reading is consistent with or expected based on their performance in other academic areas and in language, and individuals with dyslexia whose reading is…
Differential codevelopment of vocabulary knowledge and reading comprehension for students with and without learning disabilities
14,146). Students were tested for their vocabulary breadth and passage comprehension skills in Kindergarten through fourth grade. For typically developing students, there were bidirectional influences between their vocabulary knowledge and reading comprehension skills. There were no cross-lagged influences across constructs for students with an LD. We find evidence for a developmental delay, such that students with an LD had similar levels and ga…
How the Science of Reading Informs 21st‐Century Education
The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is …
Modeling the co-development of correlated processes with longitudinal and cross-construct effects
Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a lat…
Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study
The present study followed a sample of first-grade (N = 316, Mage = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated gro…
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches
Developing Early Literacy Skills: A Meta‐Analysis of Alphabet Learning and Instruction
Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of preschool instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta‐analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provide…
Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and…
The role of morphological awareness in children's vocabulary acquisition in English
Tasks of speeded naming, phonological awareness, word identification, nonsense word repetition, and vocabulary, along with two measures of morphological awareness (morphological structure awareness and morpheme identification), were administered to 115 kindergartners and 105 second graders. In the combined sample, 48% of the variance in vocabulary knowledge was predicted by the phonological processing and reading variables. Morphological structur…
Morphological awareness uniquely predicts young children's Chinese character recognition.
Two unique measures of morphological awareness, along with other reading-related tasks, were orally administered to 100 kindergarten and 100 2nd-grade Hong Kong Chinese children. These morphological awareness tasks were developed on the basis of 2 special properties of Chinese: (a) the relatively large number of homophones requires speakers to distinguish unique meanings in syllables with identical sounds, and (b) complex vocabulary words are oft…
Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Long-term Outcomes From Two Instructional Approaches
Sixty children with severe reading disabilities were randomly assigned to two instructional programs that incorporated principles of effective instruction but differed in depth and extent of instruction in phonemic awareness and phonemic decoding skills. All children received 67.5 hours of one-to-one instruction in two 50-minute sessions per day for 8 weeks. Both instructional programs produced very large improvements in generalized reading skill…
The Relations between Phonological Processing Abilities and Emerging Individual Differences in Mathematical Computation Skills: A Longitudinal Study from Second to Fifth Grades
Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction.
The relative effectiveness of 3 instructional approaches for the prevention of reading disabilities in young children with weak phonological skills was examined. Two programs varying in the intensity of instruction in phonemic decoding were contrasted with each other and with a 3rd approach that supported the children's regular classroom reading program. The children were provided with 88 hr of one-to-one instruction beginning the second semester…
Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children
A longitudinal-correlational design was used to test the hypothesis that individual differences in rapid automatic naming make a unique contribution to explaining the growth of orthographic reading skills in 2 overlapping periods of development: second to fourth grade, and third to fifth grade. Separate analyses were done on the entire sample of approximately 200 children as well as on subsamples selected for impairment in word-reading developmen…
Intelligence, training, and employment
Intelligence, training, and employment
Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study
Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness were related to subsequent individual differences in…
Testing common sense
Testing common sense
Longitudinal Studies of Phonological Processing and Reading
O ne of the most exciting developments in research on reading over the last two decades is the emerging consensus about the importance of phonological processing abilities in the acquisition of early reading skills (Shankweiler & Liberman, 1989; Stanovich, 1988; Wagner & Torgesen, 1987). As the term is used by those who study early reading development, phonological processing refers to an individual's mental operations that make use of the phonol…
Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study
Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness were related to subsequent individual differences in…
Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study
Results from a longitudinal correlational study of 244 children from kindergarten through 2nd grade indicate that young children's phonological processing abilities are well-described by 5 correlated latent abilities: phonological analysis, phonological synthesis, phonological coding in working mem-ory, isolated naming, and serial naming. These abilities are characterized by different developmental rates and remarkably stable individual differenc…
The nature of phonological processing and its causal role in the acquisition of reading skills
Three bodies of research that have developed in relative isolation center on each of three kinds of phonological processing: phonological awareness, awareness of the sound structure of language; phonological receding in lexical access, receding written symbols into a sound-based representational system to get from the written word to its lexical referent; and phonetic receding in working memory, recoding written symbols into a sound-based represe…
How the Science of Reading Informs 21st‐Century Education
The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is …
Developing Early Literacy Skills: A Meta‐Analysis of Alphabet Learning and Instruction
Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of preschool instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta‐analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provide…
Development of young children's phonological and orthographic knowledge as revealed by their spellings
We investigated the development of young children's phonological and orthographic knowledge by obtaining nonword spellings from a total of 187 children―45 each from kindergarten, first, and second grade, and 52 from third grade. Our results indicated that young children's nonword spellings reflect the joint influences of linguistic knowledge (orthographic and phonological) and psychological processes (working memory limitations) and that these in…
Practical intelligence in real-world pursuits: The role of tacit knowledge
We carried out three experiments to examine the role of tacit knowledge (knowledge that usually is not openly expressed or taught) in intellectual competence in real-world pursuits. In Experiment 1, subjects were divided into three groups, whose 187 members differed in amounts of experience and formal training in academic psychology. Differences in tacit knowledge useful for managing oneself, others, and one's career were related to criterion mea…
The Role of Orthographic Processing Skills on Five Different Reading Tasks
Theodore A. Barker, Joseph K. Torgesen, Richard K. Wagner, The Role of Orthographic Processing Skills on Five Different Reading Tasks, Reading Research Quarterly, Vol. 27, No. 4 (Autumn, 1992), pp. 334-345
Modeling the co-development of correlated processes with longitudinal and cross-construct effects
Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a lat…
Practical intelligence in real-world pursuits: The role of tacit knowledge
We carried out three experiments to examine the role of tacit knowledge (knowledge that usually is not openly expressed or taught) in intellectual competence in real-world pursuits. In Experiment 1, subjects were divided into three groups, whose 187 members differed in amounts of experience and formal training in academic psychology. Differences in tacit knowledge useful for managing oneself, others, and one's career were related to criterion mea…
Tacit knowledge in everyday intelligent behavior
The nature of phonological processing and its causal role in the acquisition of reading skills
Three bodies of research that have developed in relative isolation center on each of three kinds of phonological processing: phonological awareness, awareness of the sound structure of language; phonological receding in lexical access, receding written symbols into a sound-based representational system to get from the written word to its lexical referent; and phonetic receding in working memory, recoding written symbols into a sound-based represe…
The Role of Orthographic Processing Skills on Five Different Reading Tasks
Theodore A. Barker, Joseph K. Torgesen, Richard K. Wagner, The Role of Orthographic Processing Skills on Five Different Reading Tasks, Reading Research Quarterly, Vol. 27, No. 4 (Autumn, 1992), pp. 334-345
Development of young children's phonological and orthographic knowledge as revealed by their spellings
We investigated the development of young children's phonological and orthographic knowledge by obtaining nonword spellings from a total of 187 children―45 each from kindergarten, first, and second grade, and 52 from third grade. Our results indicated that young children's nonword spellings reflect the joint influences of linguistic knowledge (orthographic and phonological) and psychological processes (working memory limitations) and that these in…
Longitudinal Studies of Phonological Processing and Reading
O ne of the most exciting developments in research on reading over the last two decades is the emerging consensus about the importance of phonological processing abilities in the acquisition of early reading skills (Shankweiler & Liberman, 1989; Stanovich, 1988; Wagner & Torgesen, 1987). As the term is used by those who study early reading development, phonological processing refers to an individual's mental operations that make use of the phonol…
Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study
Results from a longitudinal correlational study of 244 children from kindergarten through 2nd grade indicate that young children's phonological processing abilities are well-described by 5 correlated latent abilities: phonological analysis, phonological synthesis, phonological coding in working mem-ory, isolated naming, and serial naming. These abilities are characterized by different developmental rates and remarkably stable individual differenc…
Testing common sense
Testing common sense
Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children
A longitudinal-correlational design was used to test the hypothesis that individual differences in rapid automatic naming make a unique contribution to explaining the growth of orthographic reading skills in 2 overlapping periods of development: second to fourth grade, and third to fifth grade. Separate analyses were done on the entire sample of approximately 200 children as well as on subsamples selected for impairment in word-reading developmen…
Intelligence, training, and employment
Intelligence, training, and employment
Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study
Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness were related to subsequent individual differences in…
Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction.
The relative effectiveness of 3 instructional approaches for the prevention of reading disabilities in young children with weak phonological skills was examined. Two programs varying in the intensity of instruction in phonemic decoding were contrasted with each other and with a 3rd approach that supported the children's regular classroom reading program. The children were provided with 88 hr of one-to-one instruction beginning the second semester…
Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Long-term Outcomes From Two Instructional Approaches
Sixty children with severe reading disabilities were randomly assigned to two instructional programs that incorporated principles of effective instruction but differed in depth and extent of instruction in phonemic awareness and phonemic decoding skills. All children received 67.5 hours of one-to-one instruction in two 50-minute sessions per day for 8 weeks. Both instructional programs produced very large improvements in generalized reading skill…
The Relations between Phonological Processing Abilities and Emerging Individual Differences in Mathematical Computation Skills: A Longitudinal Study from Second to Fifth Grades
Morphological awareness uniquely predicts young children's Chinese character recognition.
Two unique measures of morphological awareness, along with other reading-related tasks, were orally administered to 100 kindergarten and 100 2nd-grade Hong Kong Chinese children. These morphological awareness tasks were developed on the basis of 2 special properties of Chinese: (a) the relatively large number of homophones requires speakers to distinguish unique meanings in syllables with identical sounds, and (b) complex vocabulary words are oft…
Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and…
The role of morphological awareness in children's vocabulary acquisition in English
Tasks of speeded naming, phonological awareness, word identification, nonsense word repetition, and vocabulary, along with two measures of morphological awareness (morphological structure awareness and morpheme identification), were administered to 115 kindergartners and 105 second graders. In the combined sample, 48% of the variance in vocabulary knowledge was predicted by the phonological processing and reading variables. Morphological structur…
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches
Developing Early Literacy Skills: A Meta‐Analysis of Alphabet Learning and Instruction
Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of preschool instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta‐analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provide…
Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study
The present study followed a sample of first-grade (N = 316, Mage = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated gro…
Modeling the co-development of correlated processes with longitudinal and cross-construct effects
Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel frameworks that consider time as nested within individual. In this paper, we report on findings from a lat…
Understanding, educating, and supporting children with specific learning disabilities: 50 Years of Science and Practice.
The Prevalence of Dyslexia: A New Approach to Its Estimation
How prevalent is dyslexia? A definitive answer to this question has been elusive because of the continuous distribution of reading performance and predictors of dyslexia and because of the heterogeneous nature of samples of poor readers. Samples of poor readers are a mixture of individuals whose reading is consistent with or expected based on their performance in other academic areas and in language, and individuals with dyslexia whose reading is…
Psychology (29 works) · Reading and Literacy Development (23 works) · Cognitive psychology (22 works) · Linguistics (21 works) · Cognitive and developmental aspects of mathematical skills (17 works) · Developmental psychology (16 works) · Reading (process) (16 works) · Phonological awareness (11 works) · Language Development and Disorders (9 works) · Phonology (9 works)