A Process Approach to Remediating Word-Decoding Deficiencies in Chapter 1 Children

1997 ◽  
Vol 20 (2) ◽  
pp. 93-102 ◽  
Author(s):  
Jerry S. Carlson ◽  
J.P. Das
Keyword(s):  
Information Integration ◽  
Word Reading ◽  
Word Identification ◽  
Fourth Grade ◽  
Word Decoding ◽  
Significant Group ◽  
Reading Deficiencies ◽  
Word Attack ◽  
Comparison Groups

Difficulties in remediating reading deficiencies in Chapter 1 children have been well documented. Using samples of children from this population, we report the results of two studies employing a recently developed program designed to remediate word-decoding deficiencies. The Process-Based Reading Enhancement Program (PREP) is based on the Luria-Das model of information integration. It involves instruction twice weekly over 14 to 16 weeks. In Study 1, 50 children were randomly selected from a fourth-grade Chapter 1 population. From this group, random assignment was made to experimental and comparison groups ( N=25 in each group). The PREP was administered using a student-teacher ratio of 2 to 1. The Word Attack and Word Identification subtests of the Woodcock Reading Mastery Tests-Revised (WRMT-R) were used as pre- and posttests. For both measures, significant group-by-time interactions were detected. In Study 2, a different sample of 100 Chapter 1 fourth-grade children was randomly divided into remediation and comparison groups (after attrition, Ns=37 and 41, respectively). As in Study 1, all children were pretested and posttested on alternate forms of the Word Attack and Word Identification subtests of the WRMT-R. The time x treatment interactions were significant for both measures. The results of these studies support the efficacy of the PREP to improve word-reading and decoding abilities.

The Effects of Rate on Single-Word Reading Assessment

2015 ◽  
Vol 24 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Matthew D. Carter ◽  
Marianna M. Walker ◽  
Kevin O'Brien
Keyword(s):  
Word Reading ◽  
Response Times ◽  
Word Identification ◽  
Stimulus Presentation ◽  
Single Word ◽  
Word Decoding ◽  
Experimental Conditions ◽  
Word Attack ◽  
Reading Abilities ◽  
Single Word Reading

Purpose The purpose of this study was to examine the effects of introducing rapid stimulus presentation durations while limiting response durations on the decoding profiles of college students with reading disorders. Method Eighteen college-aged individuals with typical reading abilities and 12 college-aged adults who exhibited reading difficulties participated. Participants completed a series of 4 experimental word-naming tasks. Two Word Attack subtests and 2 Word Identification subtests were administered while introducing more rapid stimulus presentation durations along with limited response times. Standard scores and response times were collected. Each individual's results were subjected to a subtyping procedure based on relative decoding strengths and weaknesses. Results More rapid conditions were associated with higher sight word decoding scores and lower phonological decoding scores. The results indicated that the subtyping patterns differed drastically depending on the presentation conditions. Conclusions The authors hypothesize that the experimental conditions potentially yield a more reliable assessment of the 2 independent methods of single-word reading. The ability to subtype or categorize readers on the basis of their relative strengths and weaknesses is highly dependent on the reliability of the measures used to assess those relative strengths and weaknesses.

Predictor Importance in Future and Concurrent Predictions of Oral Reading Fluency

2020 ◽  
Author(s):  
Ashley Edwards
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Word Reading ◽  
Word Identification ◽  
Dynamic Assessment ◽  
Important Predictor ◽  
Word Attack ◽  
Predictor Importance ◽  
3Rd Grade

Background: Reading fluency is an important aspect of reading, yet little is known about what contributes to individual differences in reading fluency. The present study employs the use of dominance analysis to examine predictor importance in the prediction of 1st and 3rd grade oral reading fluency (ORF) from 1st grade reading related measures.Methods: Data from 312 children were collected in 1st grade on Sight Word Efficiency (SWE), Phonemic Decoding Efficiency (PDE), word identification (WID), word attack (WA), elision, sound matching, rapid letter naming (RLN), listening comprehension (LC), oral vocabulary, Dynamic Assessment CVCE score, Dynamic Assessment CVC score and ORF as well as ORF in 3rd grade. The relative importance of these measures in the prediction of concurrent and future ORF was examined using dominance analysis.Results: Results revealed SWE to be the most important predictor in the prediction of 1st grade ORF, achieving complete dominance over all other variables examined here. However, in the prediction of 3rd grade ORF, WID was the most important predictor, achieving some type of dominance over all other variables including conditional dominance over SWE. Conclusion: Word reading provided the most to the prediction of ORF with timed favored in the 1st grade model and untimed favored in the 3rd grade model. Implications for screening are discussed.

Growth in Reading Comprehension and Verbal Ability From Grades 1 Through 9

2016 ◽  
Vol 36 (4) ◽  
pp. 307-321 ◽  
Author(s):  
John M. Holahan ◽  
Emilio Ferrer ◽  
Bennett A. Shaywitz ◽  
Donald A. Rock ◽  
Irwin S. Kirsch ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Oral Language ◽  
Word Reading ◽  
Word Identification ◽  
Growth Models ◽  
Verbal Ability ◽  
Intelligence Scale ◽  
Verbal Abilities ◽  
Word Attack ◽  
Early Grades

We systematically assessed the relationships between growth of four components of verbal ability—Information, Similarities, Vocabulary, and Comprehension subtests of the Wechsler Intelligence Scale–Revised—and longitudinal growth from Grades 1 to 9 of the Woodcock–Johnson Psycho-Educational Battery Passage Comprehension subtest while controlling for Word Identification and Word Attack, using multilevel growth models on a sample of 414 children. Growth was assessed over all grades (1-9), and separately for early grades (1-5) and later grades (5-9). Over all grades, growth in Word Identification had a substantial standardized loading to Passage Comprehension, and all four verbal abilities had smaller, but significant standardized loadings to Passage Comprehension ( p < .05), with Information and Vocabulary having slightly higher loadings than Similarities and Comprehension. For early grades, results were similar to the overall results, with the exception of Vocabulary, which had a nonsignificant loading to Passage Comprehension. For later grades, Word Identification again had the largest, but substantially smaller standardized loading on Passage Comprehension and standardized loadings of all four verbal abilities were statistically significant with Vocabulary and Wechsler Intelligence Scale for Children–Revised (WISC-R) Comprehension having appreciably higher loadings than in the previous analyses. Conversation- and interaction-based intervention and instruction in oral language in general, and vocabulary in particular throughout early childhood and continuing throughout the school years, combined with evidence-based instruction that systematically develops the skills of phonologic awareness, decoding, word reading, fluency, and comprehension in school, may provide a pathway to reducing the achievement gap in reading.

Understanding Unresponsiveness to Tier 2 Reading Intervention

2014 ◽  
Vol 37 (4) ◽  
pp. 192-203 ◽  
Author(s):  
Jessica R. Toste ◽  
Donald L. Compton ◽  
Douglas Fuchs ◽  
Lynn S. Fuchs ◽  
Jennifer K. Gilbert ◽  
...  
Keyword(s):  
Reading Intervention ◽  
Repeated Measures ◽  
Word Reading ◽  
Word Identification ◽  
First Grade ◽  
Tier 2 ◽  
Cognitive Profiles ◽  
Targeted Interventions ◽  
Word Attack ◽  
Small Group Reading

The purpose of the current study was to examine academic and cognitive profiles of first graders who responded adequately and inadequately to intensive small-group reading intervention (Tier 2), as well as assess how these profiles differ based on the criteria used for classification of unresponsiveness. Nonresponders were identified using two different methods: (a) reading composite with weighted standardized scores for untimed word identification and word attack, timed sight word reading and decoding, and reading comprehension at the end of first grade ( n = 23; 18.4%), and (b) local norms on first grade word identification fluency (WIF; n = 31; 24.8%). Repeated measures ANOVAs were used to assess the difference between responders and nonresponders on four separate profiles (i.e., academic and cognitive profiles, with groups identified using reading composite and WIF criteria for unresponsiveness). Significant level effects were found using the first-grade reading composite and the WIF criteria, indicating that the groups differ from one another across domains. Interestingly, there were only significant shape effects found when using the WIF criteria, suggesting relative strengths and weaknesses distinguish the groups. These findings suggest potentially important considerations related to identification and placement of students in appropriately intensive and targeted interventions.

Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties

2021 ◽  
pp. 073194872198997
Author(s):  
Philip Capin ◽  
Eunsoo Cho ◽  
Jeremy Miciak ◽  
Greg Roberts ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Latent Profile Analysis ◽  
Word Reading ◽  
Profile Analysis ◽  
Fourth Grade ◽  
Cognitive Profiles ◽  
Cognitive Predictors ◽  
Cognitive Difficulties ◽  
Fourth Grade Students

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students ( n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.

scholarly journals Components of Reading Skill in Postkindergarten Precocious Readers and Level-Matched Second Graders

1993 ◽  
Vol 25 (2) ◽  
pp. 181-208 ◽  
Author(s):  
Nancy Ewald Jackson ◽  
Gary W. Donaldson ◽  
Joseph R. Mills
Keyword(s):  
Word Reading ◽  
Word Identification ◽  
Second Graders ◽  
Second Grade ◽  
Developing Readers ◽  
Component Skills ◽  
Multiple Indicator ◽  
Text Reading ◽  
Disabled Readers ◽  
Average Readers

Precocious readers are children who have made exceptionally rapid progress in beginning literacy. This study of precocious readers was designed to describe their skills in two ways: (a) by identifying any special strengths or weaknesses in precocious readers' component skills, relative to the skills of older but less rapidly developing readers, and (b) by identifying the extent to which individual differences in the skill patterns of precocious readers are multidimensional. The cognitive, word-reading, and text-reading skills of 116 postkindergarten precocious readers were compared with those of 123 second graders, mostly above-average readers, who were matched with the precocious readers on reading comprehension level. The two groups were compared using multiple-indicator modeling techniques. The same factor pattern accounted for the performance of both groups on a set of 29 measures. Therefore, comparisons of factor mean levels and factor covariances were interpretable. No meaningful weaknesses were identified in the average skill pattern of postkindergarten precocious readers. Their strengths tended to mirror weaknesses often identified among disabled readers. Precocious readers are especially rapid text readers, and they also are accurate identifiers of individual words, able to draw on strong phonological analysis skills as well as orthographic processes. However, covariances between orthographic and phonological word identification and between oral text-reading accuracy and effectiveness were lower for precocious than for second-grade readers, suggesting a diversity of skill patterns among highly able beginning readers.

scholarly journals First Graders' Use of Analogy in Word Reading

1998 ◽  
Vol 30 (3) ◽  
pp. 389-403 ◽  
Author(s):  
Chiung-Chu Wang ◽  
Janet S. Gaffhey
Keyword(s):  
Word Reading ◽  
First Graders ◽  
Letter Identification ◽  
Word Decoding ◽  
Word Test ◽  
First Time

This study investigated first graders' use of analogy in word decoding. All students were given three tasks, Letter Identification, Ohio Word Test, and Dictation, from Clay's Observation Survey (1993). They were asked to read three types of words - analogous, non-analogous, and misanalogous - twice. The first time, children were asked to read the words and received no help from the researcher. The second time, they were shown and told clue words before reading. Students read more words correctly after exposure to analogous clue words. In addition, the Dictation task accounted for a large proportion of variance on the decoding of analogous words. This study clarified the results of previous research, specifically, the helpfulness of clue words in decoding by analogy and the abilities of first graders that may contribute to this strategy.

Detecting Different Types of Reading Difficulties: A Comparison of Tests

2012 ◽  
Vol 36 (2) ◽  
pp. 112-133 ◽  
Author(s):  
Danielle M. Moore ◽  
Melanie A. Porter ◽  
Saskia Kohnen ◽  
Anne Castles
Keyword(s):  
Test Performance ◽  
Word Reading ◽  
Word Identification ◽  
Reading Difficulties ◽  
Reading Level ◽  
Irregular Word ◽  
Reading Measures ◽  
Comparison Of Tests ◽  
Single Word Reading ◽  
The Impact

The focus of this paper is on the assessment of the two main processes that children must acquire at the single word reading level: word recognition (lexical) and decoding (nonlexical) skills. Guided by the framework of the dual route model, this study aimed to (1) investigate the impact of item characteristics on test performance, and (2) determine to what extent widely used reading measures vary in their detection of lexical and nonlexical reading difficulties. Thirty children with reading difficulties were administered selected reading subtests from the Woodcock-Johnson III, the Wechsler Individual Achievement Test – Second Edition, the Castles and Coltheart Reading Test 2 (CC2), as well as a measure of nonverbal IQ. Both within-subjects analyses and descriptive data are presented. Results suggest that in comparison to a pure measure of irregular word reading, children with reading difficulties perform better on word identification subtests containing both regular and irregular word items. Furthermore, certain characteristics (e.g., length, similarity to real words) appear to influence the level of difficulty of nonword items and tests. The CC2 subscales identified the largest proportions of children with reading difficulties. Differences between all test scores were of statistical and clinical significance. Clinical and theoretical implications are discussed.

Morpheme frequency effects in Dutch complex word reading: A developmental perspective

2011 ◽  
Vol 32 (3) ◽  
pp. 483-498 ◽  
Author(s):  
LUDO VERHOEVEN ◽  
ROB SCHREUDER
Keyword(s):  
Lexical Decision ◽  
Lexical Decision Task ◽  
Word Reading ◽  
Word Identification ◽  
Low Frequency ◽  
Decision Task ◽  
Word Form ◽  
Word Forms ◽  
Grade 3 ◽  
Complex Words

ABSTRACTThis study examined to what extent advanced and beginning readers, including dyslexic readers of Dutch, make use of morphological access units in the reading of polymorphemic words. Therefore, experiments were carried out in which the role of singular root form frequency in reading plural word forms was investigated in a lexical decision task with both adults and children. Twenty-three adult readers, 37 8-year-old children from Grade 3, 43 11-year-old children from Grade 6, and 33 11-year-old dyslexic readers were presented with a lexical decision task in which we contrasted plural word forms with a high versus low frequency of the singular root form. For the adults, it was found that the accuracy and speed of lexical decision is determined by the surface frequency of the plural word form. The frequency of the constituent root form played a role as well, but in the low-frequency plural words only. Furthermore, a strong developmental effect regarding the accuracy and speed of reading plural word forms was found. An effect of plural word form frequency on word identification was evidenced in all groups. The singular root form frequency also had an impact of the reading of the plural word forms. In the normal reading and dyslexic children, plurals with a high-frequency singular root form were read more accurately and faster than plurals with a low singular root frequency. It can be concluded that constituent morphemes have an impact on the reading of polymorphemic words. The results can be explained in the light of a word experience model leaving room for morphological constituency to play a role in the lexical access of complex words as a function of reading skill and experience and word and morpheme frequency.

A Meta-Analysis of the RTI Literature for Children at Risk for Reading Disabilities

2011 ◽  
Vol 44 (3) ◽  
pp. 283-295 ◽  
Author(s):  
Loan Tran ◽  
Tori Sanchez ◽  
Brenda Arellano ◽  
H. Lee Swanson
Keyword(s):  
At Risk ◽  
Hierarchical Linear Modeling ◽  
Word Identification ◽  
Meta Analysis ◽  
Group Instruction ◽  
Linear Modeling ◽  
Word Attack ◽  
Low Responders ◽  
At Risk Children ◽  
Weighted Effect

This article synthesizes the literature comparing at-risk children designated as responders and low responders to interventions in reading. The central question addressed in this review is whether individual differences in reading-related skills at pretest predict responders at posttest across a variety of interventions and sets of criteria for determining responding and low responding. A total of 13 studies met criteria for the meta-analysis, yielding 107 weighted effect sizes (ESs) at posttest ( M = .76, SE = .03, 95% confidence interval [CI] =.71, .81) and 108 weighted ESs at pretest ( M = 1.02, SE = .03, CI = 1.02, 1.13). The results showed that the magnitude of ES between responders and low responders increased from pretest to posttest on measures of reading (e.g., real word identification = 1.06 vs. 1.53, word attack = 1.10 vs. 1.28, and passage comprehension, 0.45 vs. 1.43). Hierarchical linear modeling indicated that overall posttest ESs were significantly moderated by pretest scores as well as the type of measure administered, whereas no significant moderating effects were found for number of weeks of intervention, length of sessions, number of sessions, type of intervention (one-to-one vs. small group instruction), and criteria for defining responders (cutoff, scores, discrepancy, benchmark). Overall, the synthesis suggested that regardless of type of treatment and identification criteria, response-to-intervention (RTI) conditions were not effective in mitigating learner characteristics related to pretest conditions.

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