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Research Report

Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading

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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 and word structure within a comprehensive item-level model of complex word reading. Students studies were in grades 2-5. Results indicate important predictors at both the child- and word-level and support the importance of morphological structure for reading abstract polysyllabic words.


Steacy, L. M., Rigobon, V. M., Edwards, A. A., Abes, D. R., Marencin, N. C., Smith, K., Elliott, J. D., Wade-Woolley, L., & Compton, D. L. (2022). Modeling complex word reading: Examining influences at the level of the word and child on mono- and polymorphemic word reading. Scientific Studies of Reading.

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Spelling and Word Study