Modeling complex word reading : Examining influences at the level of the word and child on mono-and polymorphemic word reading

Journal article


Steacy, Laura M., Rigobon, Valeria M., Edwards, Ashley A., Abes, Daniel R., Marencin, Nancy C., Smith, Kathryn, Elliott, James D., Wade-Woolley, Lesly and Compton, Donald L.. (2022). Modeling complex word reading : Examining influences at the level of the word and child on mono-and polymorphemic word reading. Scientific Studies of Reading. 26(6), pp. 527-544. https://doi.org/10.1080/10888438.2022.2077109
AuthorsSteacy, Laura M., Rigobon, Valeria M., Edwards, Ashley A., Abes, Daniel R., Marencin, Nancy C., Smith, Kathryn, Elliott, James D., Wade-Woolley, Lesly and Compton, Donald L.
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.

Keywordspolymorphemic; polysyllabic; word reading; set for variability; concreteness
Year2022
JournalScientific Studies of Reading
Journal citation26 (6), pp. 527-544
PublisherRoutledge
ISSN1088-8438
Digital Object Identifier (DOI)https://doi.org/10.1080/10888438.2022.2077109
PubMed ID36644448
Scopus EID2-s2.0-85130889579
PubMed Central IDPMC9838127
Page range527-544
FunderInstitute of Education Sciences (IES)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), National Institutes of Health
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online21 May 2022
Publication process dates
Deposited17 Nov 2023
Grant IDR324B190025
P20HD091013
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