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2006Research Conference | June 15–16

This conference highlighted the work of invited speakers, independent researchers who have received grant funds from the Institute of Education Sciences, and trainees supported through predoctoral training grants and postdoctoral fellowships. The presentations are those of the authors and do not necessarily represent the views of the U.S. Department of Education or the Institute of Education Sciences.
Hyatt Regency Washington on Capitol Hill
400 New Jersey Avenue, N.W.
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A Descriptive Study of the Reading Component Skills of 350 Urban Adolescents

Mick Hock, University of Kansas
Irma Brasseur, University of Kansas

Abstract: Critical components of effective reading instruction for younger readers have been identified in the literature (e.g., Adams, 2000; McCardle & Chhabra, 2004). These key components include alphabetics (phonemic awareness and decoding), fluency, vocabulary, and comprehension (NRP, 2000). This study was designed to examine 1) the level of proficiency in reading component skills of urban adolescent readers, and 2) whether these component reading skills were critical for proficient reading with adolescent readers at the high-school level. As part of an IES funded descriptive study of selected reading component skills, 350 adolescents were administered a battery of component reading assessments. Specifically, student skills were assessed for passage comprehension, fluency, decoding, listening comprehension, and vocabulary. In addition, student scores on a state measure of reading proficiency were obtained for each of the participants. Additional assessments were obtained for student motivation for reading (Guthrie, 2004 and student overall level of hope for the future (Snyder, 1997). The overriding question associated with the descriptive was "How is performance on reading component measures (i.e., word decoding, word identification, fluency, vocabulary, comprehension, and motivation) related to proficiency on reading outcome measures?"

It is anticipated that the presentation and discussion will center on these analyses of the variables that affect reading proficiency in ASRs. They may yield important information on the relative effects of various reading components on overall reading performance.