Marianne Rice, Florina Erbeli, Adrea Truckenmiller, Jill Morris
Universal screening in kindergarten: Validity and classification accuracy of Istation's Indicators of Progress-Early Reading
School psychology (Washington, D.C.)
purpose study investigate whether relation morphological awareness reading comprehension moderated multisyllabic word reading ability fifthgrade students n 169 537 female 652 minority status 692 freereduced lunch status oversampled poor reading skill controlling general knowledge vocabulary based lexical quality hypothesis expected morphological awareness would stronger effect comprehension children poor word reading skills suggesting possible use morphological awareness word identification support results indicated neither morphological awareness word reading uniquely associated reading comprehension included model along vocabulary general knowledge instead interaction word reading morphological awareness explained significant additional variance reading comprehension probing interaction determined effect morphological awareness reading comprehension significant 39 sample difficulty reading multisyllabic words students higher end multisyllabic word reading continuum conclude results relation morphological awareness reading comprehension moderated multisyllabic word reading ability providing support lexical quality hypothesis although correlational data suggest tentative instructional practices improving reading skill upper elementary struggling readers