Understanding Word-Solving Development Using a Microgenetic Approach

• In Event: Section 1a, Poster Session 1. Literacy: Literacy Processes and Practices

Abstract

The purpose of this study is to describe moment-by-moment change in the word-solving decisions made by early readers by providing a fine-grained analysis of changes in children’s word-solving behaviors. To examine the word-solving decisions students make while reading, we identified six major observable behaviors from viewing videos of students reading. We coded the occurrence of each behavior in the videos of eight students over 36 consecutive lessons as the books they read increased in difficulty. We found that two behaviors, substitutions and repetitions, were not only the most frequent, but best depicted the changes students experienced as they became more complex word-solvers. This study has provided insights into the ways in which word-solving develops for beginning readers.

Authors

• Tracy Johnson, The Ohio State University

• Emily M. Rodgers, The Ohio State University

• Jerome V. D'Agostino, The Ohio State University