A Middle-Grade-Level Trajectory of Reading Component Skills (Poster 22)

• In Event: AERA Virtual Poster Session 9
  In Poster Session: Division C Section 1A Poster Session 2. Literacy: Reading and Writing Across Contexts

Abstract

Reading comprehension involves the efficient coordination of print and linguistic skills. However, reading instruction often shifts in middle school from developing these skills to focusing on discourse-level processes. Reading ability assessments at this level often treat comprehension as a singular skill. Consequently, our understanding of how reading subskills develop across ages/grades is underdeveloped. This study examined a dataset of students using a component reading skills assessment. Results indicate differences in word recognition and decoding, vocabulary, and morphological awareness across grade levels. Further, word recognition and decoding error rates indicate how decoding strategies develop. Students become both more accurate and more efficient at identifying vocabulary words and morphological inflections, demonstrating how typical reading instruction may affect reading component skills over time.

Authors

• John Hollander, University of Memphis

• John P. Sabatini, University of Memphis

• Tenaha P. O'Reilly, Educational Testing Service

• Zuowei Wang, Educational Testing Service