Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading. (2nd November 2022)

• Record Type: Journal Article
• Authors: 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.
• Is Part Of: Scientific studies of reading. Volume 26:Number 6(2022)
• Page Start: 527
• Page End: 544
• Publication Date: 2022-11-02
• Subjects: Reading -- Periodicals; 428.405
• DOI: 10.1080/10888438.2022.2077109
• Languages: English
• ISSNs: 1088-8438

Abstract

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.