Early Word Reading and Reading Comprehension Development Among At-Risk Readers

• In Event: Teaching Reading and Writing to Students With Special Abilities

Abstract

This study explored reading developmental trajectories among at-risk children. Results showed that at-risk children had decelerated growth on word reading and linear growth on reading comprehension across grades, although the performance on both word reading and reading comprehension are constantly below average on national norms. Letter knowledge predicted the growth of word reading, whereas vocabulary and non-verbal reasoning predicted the growth of reading comprehension. Findings suggest that, for young at-risk readers, early intervention on word reading is important and should last till intermediate grades if necessary. However, focus on word reading instruction is insufficient. Vocabulary and non-verbal reasoning should also be considered as important instructional components to improve reading comprehension.

Authors

• Peng Peng, UT Austin

• Douglas Fuchs, Vanderbilt University

• Jennifer Gilbert, Vanderbilt University

• Eunsoo Cho, Vanderbilt University

• Lynn Fuchs, Vanderbilt University

• Sam Patton, Vanderbilt University - Peabody College

• Loulee Yen

• Donald Compton, Florida State University

• Wenjuan Zhang, Vanderbilt University - Peabody College

• Amanda Miller, Regis University

• Carol Hamlett, Vanderbilt University - Peabody College