Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading

Autor/inn/en	Steacy, Laura M.; Rigobon, Valeria M.; Edwards, Ashley A.; Abes, Daniel R.; Marencin, Nancy C.; Smith, Kathryn; Elliott, James D.; Wade-Woolley, Lesly; Compton, Donald L.
Titel	Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading
Quelle	In: Scientific Studies of Reading, 26 (2022) 6, S.527-544 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Edwards, Ashley A.) ORCID (Wade-Woolley, Lesly) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2022.2077109
Schlagwörter	Reading; Elementary School Students; Vocabulary; Morphology (Languages); Predictor Variables; Word Recognition; Individual Differences; Language Skills; African American Students; Hispanic American Students; Test of Word Reading Efficiency; Wechsler Abbreviated Scale of Intelligence + Suchen Sie Ihr Suchwort? Leseprozess; Lesen; Wortschatz; Morphology; Morphologie; Prädiktor; Worterkennung; Individueller Unterschied; Language skill; Sprachkompetenz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Purpose: The probability of a child reading a word correctly is influenced by both child skills and properties of the word. The purpose of this study was to investigate child-level skills (set for variability and vocabulary), word-level properties (concreteness), word structure (mono- vs polymorphemic), and interactions between these properties and word structure within a comprehensive item-level model of complex word reading. This study is unique in that it purposely sampled both mono- and polymorphemic polysyllabic words. Method: A sample of African American (n = 69) and Hispanic (n = 6) students in grades 2-5 (n = 75) read a set of mono- and polymorphemic polysyllabic words (J = 54). Item-level responses were modeled using cross-classified generalized random-effects models allowing variance to be partitioned between child and word while controlling for other important child factors and word features. Results: Set for variability and the interaction between concreteness and word structure (i.e., mono- vs polymorphemic) were significant predictors. Higher probabilities of reading poly- over monomorphemic words were identified at lower levels of concreteness with the opposite at higher levels of concreteness. Conclusions: Results indicate important predictors at both the child- and word-level and support the importance of morphological structure for reading abstract polysyllabic words. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01