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Direct linkRoembke, Tanja C.; Hazeltine, Eliot; Reed, Deborah K.; McMurray, Bob – Journal of Educational Psychology, 2019
Automaticity in word recognition has been hypothesized to be important in reading development (LaBerge & Samuels, 1974; Perfetti, 1985). However, when predicting educational outcomes, it is difficult to isolate the influence of automatic word recognition from factors such as processing speed or knowledge of grapheme-phoneme correspondences.…
Descriptors: Middle School Students, Word Recognition, Reading Fluency, Cognitive Ability
Reed, Deborah K.; Petscher, Yaacov; Foorman, Barbara R. – Reading and Writing: An Interdisciplinary Journal, 2016
This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6-10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (?R[superscript 2] = 0.11-0.31) in comprehension as compared to…
Descriptors: Vocabulary, Spelling, Reading Comprehension, Grade 6
Stevenson, Nathan A.; Reed, Deborah K.; Tighe, Elizabeth L. – Psychology in the Schools, 2016
To provide timely and effective supports for students reading below grade level, schools require methods for quickly and accurately identifying those students in need. One method for identifying those students is through universal screening. Assessments such as oral reading fluency (ORF) and Maze reading comprehension are commonly used as…
Descriptors: Special Education, Middle School Students, Socioeconomic Status, Oral Reading
