Connie Juel

The Influence of Basal Readers on First Grade Reading

THIS STUDY examined the role of various word features (e.g., versatile letter combinations) and basal text factors (e.g., word repetitions) in the developing word recognition skills of 93 first-grade students. The relative influence of the word characteristics in two different types of basal series on the acquisition of word identification skills was evaluated several times during the first-grade year. Results indicate that the text children are exposed to early in first grade may differentially shape their word identification strategies.

Comparison of Word Identification Strategies with Varying Context, Word Type, and Reader Skill.

THE CURRENT STUDY INVESTIGATED the extent to which second and third graders, at various skill levels, read using a text-driven or concept-driven process; that is, the conditions were examined under which readers use context to identify words. Subjects read target words which varied in decodability, frequency, and number of syllables in conditions of isolation, poor context, and moderate context. Subject factors included grade (second or third), sex, and reading ability (high, average, low). In general, the data indicated that good readers are predominately text-driven, while poor readers are concept-driven, and average readers fluctuate. Limitations to the findings were discussed.

A multivariate model of early reading acquisition

How similar are the cognitive and linguistic profiles of those children who easily learn to read? How similar are the profiles of those children who have difficulty learning to read? Do the profiles of successful and less successful readers vary among children 5–10 years of age? These were the questions that guided this study. Six core profiles were identified on four fluid reasoning to comprehension knowledge constructs previously found to be both theoretically and empirically linked to childrens reading acquisition: auditory processing, crystallized ability, processing speed, and short-term memory. Cluster analysis was used to develop this taxonomy and the six-cluster solution was supported through cross-validation. The internal and external validity of the resulting profiles was favorable, suggesting homogeneous within-cluster membership and clear separation among the six core profiles. A summary of the defining characteristics for each profile is provided. The performance of children comprising different profiles was investigated on four external reading outcomes. These comparisons were conducted for each of the six age groups comprising the sample (i.e., 5–10 years) to assess whether the importance of certain score configurations varied as a function of the reading tasks required of children learning to read and those who are already readers. Results indicated that certain profiles were associated with greater success on external measures of reading achievement than other profiles. Trends across ages and differences among age groups are described.