ArticleScientific studies of reading : the official journal of the Society for the Scientific Study of Reading2022
Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading.
Article in Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors.Journal of experimental child psychology · 2024Article
- Brain bases of morphological awareness and longitudinal word reading outcomes.Journal of experimental child psychology · 2024Article
- What predicts word reading in Arabic?Frontiers in psychology · 2023Article
- Derivational Morphology Training in French-Speaking 9- to 14- Year-Old Children and Adolescents With Developmental Dyslexia: Does It Improve Morphological Awareness, Reading, and Spelling Outcome Measures?Journal of learning disabilitiesArticle
Corrections and comments
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Authors and funding
9 authors.
Funding
Abstract
Purpose: The probability of a child reading a word correctly is influenced by both child skills and properties of the word. The purpose of this study was to investigate child-level skills (set for variability and vocabulary), word-level properties (concreteness), word structure (mono- vs. polymorphemic), and interactions between these properties and word structure within a comprehensive item-level model of complex word reading. This study is unique in that it purposely sampled both mono- and polymorphemic polysyllabic words. Method: A sample of African American ( Results: Set for variability and the interaction between concreteness and word structure (i.e., mono- vs. polymorphemic) were significant predictors. Higher probabilities of reading poly- over monomorphemic words were identified at lower levels of concreteness with the opposite at higher levels of concreteness. Conclusions: Results indicate important predictors at both the child- and word-level and support the importance of morphological structure for reading abstract polysyllabic words.
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Registered trials
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