Article Critique

Article Critique

Journal of Learning Disabilities: The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students From Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry

John Cornelio

EHS-203-B

Professor Veloria

3/26/2012

Found in the Journal of Learning Disabilities, The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students From Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry, published on January 6, 2012, illustrates through both analytical design and qualitative analysis performance levels of first grade reading through a diverse group of students. In a growing apprehension that many students who come from low-income households struggle in reading opposed to their peers in middle- to upper class families, authors Miriam Hernandez, Jessica S. Folsom, Stephanie Al Otaiba, Luana Greulich, ShuritaThomas-Tate, and Carol M. Connor have developed a study to help determine whether any correlation exists. It is vital to analyze trends between reading performance in the early stages of a student’s career in an effort to mitigate potentially negative long-term educational effects. The authors have hypothesized that differences in first grade reading performance correlates directly to ecological, psychological, and cognitive factors.

Throughout the course of the article, the authors identify whether or not there is a relationship between reading levels based upon various qualitative factors such as family income levels, ethnicity, and English as a first language. Their hypothesis is analyzed using the Componential Model of Reading (CMR) to help identify any relationship. The CMR is used as the main theoretical model that serves as a benchmark for which the authors analyzed reading performance between students who predominantly spoke Non-Mainstream American English (NMAE). The first domain in the CMR is the...