Modeling the Growth of Decoding Skills in First-Grade Children

Donald L. Compton

109 citations0/0 files storedScientific Studies of Reading

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Reading and Literacy Development Early Childhood Education and Development Behavioral and Psychological Studies

Abstract

The purpose of this study was to demonstrate the usefulness of combining curriculum-based measurement and hierarchical linear modeling procedures to identify the characteristics of first-grade children that predict growth rates in the acquisition of decoding skills (as assessed through measures of isolated word and nonword reading). This study examined the relative importance of both static (initial levels of performance) and dynamic (rate of growth) measures of cognitive-processing abilities (i.e., phonemic awareness and rapid naming speed) and emergent print knowledge (i.e., letter name, letter sound, more advanced graphophoneme knowledge, and orthographic awareness) as predictors of decoding growth in a sample of 75 first-grade children. Over the course of an academic year, a set of parallel word and nonword reading tasks, constructed using curriculum-base measurement techniques and administered on a monthly basis, were capable of demonstrating individual change in decoding skill. Furthermore, results indicate that growth in cognitive-processing abilities and general knowledge about print could likewise be measured and adequately modeled. In this sample of children, rate of growth in word and nonword reading was predicted by a different combination of static and dynamic variables representing both cognitive-processing abilities and print knowledge. Results suggest that in the very earliest stages of word reading development there may be a strong association between the rate of growth in cognitive processing, print knowledge, and decoding skills.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 109 citations exist upstream.

References

1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 1987The nature of phonological processing and its causal role in the acquisition of reading skills.1995Phonological recoding and self-teaching: sine qua non of reading acquisition 1988Learning to read and write: A longitudinal study of 54 children from first through fourth grades.1985Curriculum-Based Measurement: The Emerging Alternative 1976Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities 1973The American Heritage Word Frequency Book 1997Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.

Cited by

2008Long-Term Diagnostic Accuracy of Curriculum-Based Measures in Reading and Mathematics 2004Rapid automatic naming: Easy to measure, hard to improve (quickly)2013Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade 2012The reciprocal relations between morphological processes and reading

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.