Crossing the Decoding Threshold: Research, Remedy, and Repair for Older Students With Word Recognition Needs

Session Type: Symposium

Abstract

Framed in the conference’s themes of Research, Remedy, and Recovery, this symposium examines the complex word reading needs of diverse students in late elementary, middle, and high school above and below “the decoding threshold” identified by Wang and colleagues (2019). The first paper explores how decoding skills interact with other critical reading skills over time. The second paper examines multisyllabic decoding skills for students in 4th and 5th grade to identify implications for instruction. The final paper describes a research-practice partnership to support reading growth for adolescent students, particularly those who speak African American Vernacular English. A national expert will lead a discussion to identify directions for future research to address the specific literacy needs of older students.

Sub Unit

• SIG-Research in Reading and Literacy

Chair

• Laura S. Tortorelli, Michigan State University

Papers

• The Impact of Decoding and Word Recognition Skills on Other Reading Skills and Development - Zuowei Wang, Educational Testing Service; Tenaha P. O'Reilly, Educational Testing Service; Rebecca Sutherland, AERDF

• Multisyllabic Decoding Challenges for Students Above and Below the Decoding Threshold Attending a Diverse Urban Elementary School - Laura S. Tortorelli, Michigan State University; John Z. Strong, University at Buffalo - SUNY; Blythe E. Anderson, University at Buffalo - SUNY; Eunsoo Cho, University of California - Riverside; Amy K. Edlefson, Michigan State University

• Repairing the System: Discoveries from Research-Practice Partnership with a Diverse, Urban District - Dan Reynolds, SRI International

Discussant

• Elfrieda H. Hiebert, TextProject