Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| African American Students | 1 |
| Elementary School Students | 1 |
| Hispanic American Students | 1 |
| Individual Differences | 1 |
| Language Skills | 1 |
| Morphology (Languages) | 1 |
| Predictor Variables | 1 |
| Reading | 1 |
| Vocabulary | 1 |
| Word Recognition | 1 |
Author
| Abes, Daniel R. | 1 |
| Compton, Donald L. | 1 |
| Edwards, Ashley A. | 1 |
| Elliott, James D. | 1 |
| Marencin, Nancy C. | 1 |
| Rigobon, Valeria M. | 1 |
| Smith, Kathryn | 1 |
| Steacy, Laura M. | 1 |
| Wade-Woolley, Lesly | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Test of Word Reading… | 1 |
| Wechsler Abbreviated Scale of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkSteacy, Laura M.; Rigobon, Valeria M.; Edwards, Ashley A.; Abes, Daniel R.; Marencin, Nancy C.; Smith, Kathryn; Elliott, James D.; Wade-Woolley, Lesly; Compton, Donald L. – Scientific Studies of Reading, 2022
Purpose: The probability of a child reading a word correctly is influenced by both child skills and properties of the word. The purpose of this study was to investigate child-level skills (set for variability and vocabulary), word-level properties (concreteness), word structure (mono- vs polymorphemic), and interactions between these properties…
Descriptors: Reading, Elementary School Students, Vocabulary, Morphology (Languages)
