Work identity agent-reviewed 2026-08-24; not human-signed. Occurrence grouping, independence, and occurrence→claim links remain machine-normalized unless separately labelled.
← Back to the registryReviewed source identity
A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading · single work
Review authority: Codex multi-agent D1-D2 primary-source audit; not human-signed
Hwang, H., McMaster, K. L., & Kendeou, P. (2023). A longitudinal investigation of directional relations between domain knowledge and reading in the elementary years. Reading Research Quarterly, 58(1), 59-77.
Primary reviewed work · study
A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading in the Elementary Years
Hyejin Hwang, Kristen L. McMaster, Panayiota Kendeou · 2023 · Reading Research Quarterly
the source represented by this registry identity; corrects the machine year 2022 to publication year 2023
doi.org/10.1002/rrq.481 · checked record
Review state: full open report read
Used in Dossier 1
Hwang, McMaster and Kendeou 2023 · supports directionality A4, qualifies bidirectionally C2
Rolelongitudinal directionality
Access / reviewfull open report; primary read — Open report, including sample, model comparisons and limitations
Independence for this useprimary independent
No dossier-specific basis recorded.
Can establishScience knowledge and reading predict one another longitudinally, with larger knowledge-to-reading paths in this model.
Cannot establishCausation or generality beyond science knowledge.
Open limitation: Individual standardised coefficients remain unverified and the design is observational.
Open the checked external record
Return to the D1 investigation context
Bears on
Canonical propositions this source was matched as evidence for.
How Hirsch uses it
Every occurrence, grouped by book and chapter, with the claim it was linked to support and (where the extraction regenerated one) the underlying warrant.
2023 · Shared Knowledge
A 2022 Reading Research Quarterly study using Random Intercepts Cross-Lagged Panel Models (RI-CLPM) on a U.S. nationally representative dataset from K-5.
direct The 2022 Reading Research Quarterly study provides bidirectional proof that all good readers on a topic are knowledgeable, and all students knowledgeable on a topic are good readers.
Warrant (implicit): A strong statistical correlation between topic knowledge and reading performance in elementary students implies a perfect, bidirectional necessity between the two variables.
could fail ifThe correlation may be driven by a third variable, such as 'general intelligence' (g factor) or 'verbal processing speed,' which facilitates both knowledge acquisition and reading skill.
Multi-group RI-CLPM analyses showing language status (bilingual/monolingual) did not moderate the knowledge-reading relationship.
direct Language status (monolingual vs. bilingual) does not moderate the relationship between domain knowledge and reading comprehension.
Warrant (implicit): The absence of a statistically significant interaction effect in a cross-lagged panel model is sufficient to prove that the underlying causal mechanism is identical across different linguistic populations.
could fail ifThe study may lack the statistical power to detect small but meaningful differences in how bilingual students leverage 'transferable' knowledge versus 'language-specific' vocabulary.
Raw source_reference strings seen
As they appeared before normalization/consolidation into this source identity.
Reading Research Quarterly, Fall 2022