Decoding and Reading Comprehension: A Test of the Decoding Threshold Hypothesis

Autor/inn/en	Wang, Zuowei; Sabatini, John; O'Reilly, Tenaha; Weeks, Jonathan
Titel	Decoding and Reading Comprehension: A Test of the Decoding Threshold Hypothesis
Quelle	In: Journal of Educational Psychology, 111 (2019) 3, S.387-401 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000302
Schlagwörter	Decoding (Reading); Reading Comprehension; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Correlation; Regression (Statistics); Public Schools; School Districts; Reading Skills; Scores; Reading Processes; Age Groups + Suchen Sie Ihr Suchwort? Dekodierung; Leseverstehen; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Korrelation; Regression; Regressionsanalyse; Public school; Öffentliche Schule; School district; Schulbezirk; Reading skill; Lesefertigkeit; Leseprozess; Age grop; Altersgruppe
Abstract	We report results of 2 studies examining the relation between decoding and reading comprehension. Based on our analysis of prominent reading theories such as the Simple View of Reading (Gough & Tunmer, 1986), the Lexical Quality Hypothesis (Perfetti & Hart, 2002) and the Self-Teaching Hypothesis (Share, 1995), we propose the Decoding Threshold Hypothesis, which posits that the relation between decoding and reading comprehension can only be reliably observed above a certain decoding threshold. In Study 1, the Decoding Threshold Hypothesis was tested in a sample of over 10,000 Grade 5-10 students. Using quantile regression, classification analysis (Receiver Operating Characteristics) and broken-line regression, we found a reliable decoding threshold value below that there was no relation between decoding and reading comprehension, and above which the two measures showed a positive linear relation. Study 2 is a longitudinal analysis of over 30,000 students' reading comprehension growth as a function of their initial decoding status. Results showed that scoring below the decoding threshold was associated with stagnant growth in reading comprehension. We argue that the Decoding Threshold Hypothesis has the potential to explain differences in the prominent reading theories in terms of the role of decoding in reading comprehension in students at Grade 5 and above. Furthermore, the identification of decoding threshold also has implications for reading practice. [For the corresponding grantee submission, see ED586109.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01