In English, gains in decoding skill do not map directly onto increases in word reading. However, beyond the Self-Teaching Hypothesis, little is known about the transfer of decoding skills to word reading. In this study, we offer a new approach to testing specific decoding elements on transfer to word reading. To illustrate, we modeled word-reading…

Despite substantial correlational evidence of a relationship between morphological awareness and reading ability, there has been only limited intervention research conducted to document the effects of morphological awareness on various literacy outcomes, particularly reading comprehension, and almost no research comparing the relative…