Using Multilevel Logistic Regression to Inform Reading Development: Orthographic Structure Matters

• In Event: Poster Session 1
  In Poster Session: Issues in Assessment Development and Practice in Public School Classrooms

Abstract

The current study used subskill analysis of reading fluency data of first grade students’ reading of novel narrative passages to investigate if a word’s structure influenced the difficulty of a word. Even after controlling for student reading skill and passage difficulty and modeling for nesting at the student and passage levels, several word types were determined to have statistically significant effects on the odds of reading a word correct. Findings have implications for assessment to intervention practices and curriculum sequencing in phonics.

Author

• Calvary R Diggs, University of Minnesota