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The purpose of this review was to introduce readers of Child Development to the meta-analytic structural equation modeling (MASEM) technique. Provided are a background to the MASEM approach, a discussion of its utility in the study of child development, and an application of this technique in the study of reading comprehension (RC) development. MASEM uses a two-stage approach: first, it provides a composite correlation matrix across included variables, and second, it fits hypothesized a priori models. The provided MASEM application used a large sample (N = 1,205,581) of students (ages 3.5-46.225) from 155 studies to investigate the factor structure and relations among components of RC. The practical implications of using this technique to study development are discussed.

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 growth in vocabulary knowledge, and reading comprehension was determined by two parts: constant yearly change and change proportional to the previous level of the variable. Bivariate models indicated previous levels of vocabulary knowledge acted as leading indicators of reading comprehension growth, but the reverse relation was not found. Implications for theories of developmental relations between vocabulary and reading comprehension are discussed.

Males are more likely than females to be identified as having reading difficulties, but it is unclear if this is a result of sample ascertainment or identification bias. The purpose of this meta-analysis was to determine the magnitude of gender differences in reading difficulties using available studies in which researchers investigated this difference and an additional dataset with a representative U.S. sample. After conducting a literature search, sixteen studies and a restricted use dataset were included in the present analysis ( N  = 552,729). A random-effects odds ratio model indicated that males are 1.83 times more likely than females to have reading difficulties. Moderator analyses revealed that the gender ratio is greater when the identified reading difficulties were more severe. Further, this difference in identification rates across males and females was found without evidence of publication bias. Implications for the identification of students with reading difficulties are discussed.

The physical mechanisms responsible for bar formation and destruction in galaxies remain a subject of debate. While we have gained valuable insight into how bars form and evolve from isolated idealized simulations, in the cosmological domain, galactic bars evolve in complex environments, with mergers and gas accretion events occurring in the presence of the turbulent interstellar medium with multiple star formation episodes, in addition to coupling with their host galaxies’ dark matter halos. We investigate the bar formation in 13 Milky Way–mass galaxies from the Feedback in Realistic Environments (FIRE-2) cosmological zoom-in simulations. 8 of the 13 simulated galaxies form bars at some point during their history: three from tidal interactions and five from internal evolution of the disk. The bars in FIRE-2 are generally shorter than the corotation radius (mean bar radius ∼1.53 kpc), have a wide range of pattern speeds (36–97 km s−1 kpc−1), and live for a wide range of dynamical times (2–160 bar rotations). We find that the bar formation in FIRE-2 galaxies is influenced by satellite interactions and the stellar-to-dark-matter mass ratio in the inner galaxy, but neither is a sufficient condition for bar formation. Bar formation is more likely to occur, with the bars formed being stronger and longer-lived, if the disks are kinematically cold; galaxies with high central gas fractions and/or vigorous star formation, on the other hand, tend to form weaker bars. In the case of the FIRE-2 galaxies, these properties combine to produce ellipsoidal bars with strengths A 2/A 0 ∼ 0.1–0.2.

Open clusters (OCs) act as key probes that can be leveraged to constrain the formation and evolution of the Milky Way (MW)’s disk, as each has a unique chemical fingerprint and well-constrained age. Significant Galactic dynamic interactions can leave imprints on the orbital properties of OCs, allowing us to use the present-day properties of long-lived OCs to reconstruct the MW’s dynamic history. To explore these changes, we identify OC analogs in FIRE-2 simulations of MW-mass galaxies. For this work, we focus on one particular FIRE-2 OC, which we identify as an analog to the old, subsolar, distant, and high-Galactic-latitude MW OC, Berkeley 20. Our simulated OC resides ∼6 kpc from the galactic center and ultimately reaches a height ∣Zmax∣>2 kpc from the galactic disk, similar to Berkeley 20. We trace the simulated cluster’s orbital and environmental history, identifying key perturbative episodes, including (1) an interaction with a gas overdensity in a spiral arm that prompts an outward migration event and (2) a substantial interaction with a Sagittarius Dwarf Spheroidal Galaxy–mass satellite that causes significant orbital modification. Our simulated OC shows significant resilience to disruption during both its outward migration and the satellite-driven heating event that causes subsequent inward migration. Ultimately, we find these two key processes—migration and satellite heating—are essential to include when assessing OC orbital dynamics in the era of Gaia.

This investigation examined the structural relations among latent variables of language, decoding, and reading comprehension, invariance of the patterns of predictions, and unique and common variance over two years in grade cohorts 5 to 6, 7 to 8, and 9 to 10. Participants were 321 students in grade 5 in six elementary schools, 299 students in grade 7 in three middle schools, and 137 students in grades 9 in one high school in Florida. The dimensionality of language measures (vocabulary and syntax) and decoding measures (real word and nonword fluency) was examined using confirmatory factor analysis and related to a reading comprehension factor consisting of state and national tests. Structural relations among language, decoding, and reading comprehension were stable across grade cohorts. The interaction of decoding and language in predicting reading comprehension was significant only in the grade 5 cohort, thereby confirming a multiplicative functional form only in that cohort. Multiple group invariance testing using structural equation modeling allowed results across grade cohorts to be compared, revealing the increasing importance of language over decoding to predicting reading comprehension in the middle and high school cohorts. By high school, language and reading comprehension were essentially one dimension. The contribution of shared variance in language comprehension and decoding in jointly predicting reading comprehension was large in all cohorts. Implications for the Simple View of Reading and for education are discussed.

This study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1-4. A bivariate biométrie dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross-lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change.

Chinese morphological awareness is conceptualized as a multidimensional construct but there is a lack of understanding of how its dimensions are related. Latent change score modeling was used to examine the bivariate relationships of two facets of oral morphological awareness, namely morpheme and structure awareness in Chinese children in grades one through three. Two hundred and three children in China completed morpheme (homonym awareness) and structure awareness (lexical compounding) tasks across the three grades (M = 6.66, SD = .30 at the first time point). Results indicated that growth in structure awareness was predicted in part by previous levels of morpheme awareness, suggesting that morpheme awareness leads the growth of structure awareness. Educational implications are discussed.

The present study seeks to evaluate a hybrid model of identification that incorporates response to instruction and intervention (RTI) as one of the key symptoms of reading disability. The I-year stability of alternative operational definitions of reading disability was examined in a large-scale sample of students who were followed longitudinally from first to second grade. The results confirmed previous findings of limited stability for single-criterion-based operational definitions of reading disability. However, substantially greater stability was obtained for a hybrid model of reading disability that incorporates RTI with other common symptoms of reading disability.

The purpose of this study was to examine the shared, direct, and indirect contributions of three metalinguistic skills (phonological awareness, morphological awareness, orthographic knowledge) to the reading comprehension abilities of struggling adult readers. Across studies, these three metalinguistic skills have individually emerged as important predictors of reading comprehension with samples of struggling adult readers. In contrast to research conducted with children, no studies have simultaneously included and examined the shared and direct relations of these metalinguistic skills as well as indirect relations (via decoding and vocabulary knowledge) to adults’ reading comprehension skills. The results indicated that the metalinguistic skills, decoding, and oral vocabulary knowledge accounted for 91% of the variance in reading comprehension. A second-order metalinguistic awareness factor, decoding, and oral vocabulary knowledge emerged as uniquely predictive of reading comprehension (1–8.9%). Further, metalinguistic awareness was indirectly related to reading comprehension via decoding and oral vocabulary knowledge. The findings help to develop a more comprehensive model of the underlying component processes involved in adults’ reading comprehension skills. The findings may also inform instructional practices and intervention research in adult literacy programs.