Introduction

In Study 3 (Decodability), the critical issue of text decodability will be addressed to evaluate:

• how lexical and text characteristics of basal reading programs relate to student outcomes

• psycholinguistic factors that moderate the impact of decodability

• the relationships of reading instruction in Project 1 at classroom and intervention levels to the child's ability to read texts with pre-specified lexical and text characteristics

This study will use archival data and will also collect monthly prospective data involving preconstructed text on the entire sample.

Research Questions

What dynamic processes make text decodable?

What are the effects of text decodability on reading acquisition?

• Child characteristics (e.g., letter sound knowledge)

• Word characteristics (e.g., frequency, predictability, form class)

• Text characteristics (e.g., discourse values)

Archival Data Analysis - connectionistic model of basal readers (decodability is more than percent of "highly decodable" words in the text)

Prospective Data Collection - psycholinguistic factors that are the sources and moderations of the impact of decodability and the properties of words that affect their addition to the lexicon

Samples