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| Assessing Decoding From an Onset-Rime Perspective | ||
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| James
W. Cunningham University of North Carolina – Chapel Hill Karen
A. Erickson Stephanie
A. David
A. Patricia
M. David
E. Yoder Michael
C. McKenna |
This study investigated decoding assessment from an onset-rime perspective, and consistent with an interactive model of cognitive constructs underlying silent reading comprehension. Participants were 128 first and second graders in a public elementary school. Two kinds of decoding items were examined: one-syllable words and nonwords, each comprised of a high- to moderate-utility onset and a high-utility rime. Data were analyzed mainly with stepwise multiple regression and conditional probability analyses. The principal finding was that the construct validity of decoding items varied, depending on whether they were words or nonwords. Tests of knowledge of onsets and rimes accounted for 14% more variance in real-word test than nonword test scores. The superior construct validity of words over nonwords as decoding items seemed to occur because decoding nonwords requires an additional ability that decoding real words does not. | |
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| JLR v. 31 no. 4 1999 pp. 391–414 |
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