Used a latent variable approach on two standardized tests to examine the effects of different models on the relationship between decoding, language skills, and reading comprehension. Found that these relationships depend on how reading comprehension is measured and assessed, and there is a stronger connections to Woodcock-Johnson-III Passage Comprehension test

• Woodcock-Johnson-III Passage Comprehension: a subtest with sentences and short passages where results are measured with a cloze procedure (words omitted)
• Diagnostic Assessment of Reading Comprehension (DARC): 3-sentence passages that require decoding, memorizing texts, and inferring and tests access and integration of knowledge using linguistic discourse methods