Measures and References: Decoding

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Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

DIBELS 8th Edition (University of Oregon, 2018): Measures abilities in alphabetic principles and phonics

Woodcock Reading Mastery Test - Revised Word Attack Subtest (Woodcock, 1998): Requires students to read pseudowords with performance scored using regular phonics rules

References

Arrington, C. N., Kulesz, P. A., Francis, D. J., Fletcher, J. M., & Barnes, M. A. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18(5), 325-346.

Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21(4), 327-336.

Bosse, M. L., Chaves, N., Largy, P., & Valdois, S. (2015). Orthographic learning during reading: The role of whole‐word visual processing. Journal of Research in Reading, 38(2), 141-158.

Byrne, B. (2005). Theories of learning to read. The Science of Reading: A Handbook, 104-119.

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51.

Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204.

Connor, C. M., Son, S. H., Hindman, A. H., & Morrison, F. J. (2005). Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes. Journal of School Psychology, 43(4), 343-375.

Dice, J. L., & Schwanenflugel, P. (2012). A structural model of the effects of preschool attention on kindergarten literacy. Reading and Writing, 25(9), 2205-2222.

Dunn, L. M., & Dunn, L. M. (1997). Peabody picture vocabulary test (3rd ed.). Circle Pines, MN: American Guidance Service.

Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel's meta-analysis. Review of Educational Research, 71(3), 393-447.

Garcia, J. R., & Cain, K. (2013). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of Educational Research, 84(1), 74-111.

Good, R.H., & Kaminski, R. A. (Eds.) (2002). Dynamic indicators of basic early literacy skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement.

Green, L. (2009). Morphology and literacy: Getting our heads in the game. Language, Speech, and Hearing Services in Schools, 40(3), 283-285.

Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4), 437.

Kendeou, P., Van den Broek, P., White, M. J., & Lynch, J. S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101(4), 765-778.

Kibby, M. Y. (2009). There are multiple contributors to the verbal short-term memory deficit in children with developmental reading disabilities. Child Neuropsychology, 15(5), 485-506.

Mathews, E. S., & O'Donnell, M. (2020). Phonological decoding and reading comprehension in deaf and hard-of-hearing children. European Journal of Special Needs Education, 35(2), 220-235.

Nagy, W., Berninger, V., Abbott, R., Vaughan, K., & Vermeulen, K. (2003). Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers. Journal of Educational Psychology, 95(4), 730-742.

Ouellette, G. P. (2006). What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554-566.

Papadopoulos, T. C., Das, J. P., Parrila, R. K., & Kirby, J. R. (2003). Children at-risk for developing reading difficulties: A remediation study. School Psychology International, 24(3), 340-366.

Reynolds, C. R., & Kamphaus, R. W. (1992). Behavior assessment system for children (BASC). Circle Pines, MN: AGS.

Schwanenflugel, P. J., Hamilton, C. E., Neuharth-Pritchett, S., Restrepo, M. A., Bradley, B. A., & Webb, M.-Y. (2010). PAVEd for Success: An evaluation of a comprehensive literacy program for 4-year-old children. Journal of Literacy Research, 42, 227-275.

Shaul, S., & Nevo, E. (2015). Different speed of processing levels in childhood and their contribution to early literacy and reading abilities. Early Childhood Research Quarterly, 32, 193-203.

University of Oregon, Center on Teaching and Learning (2018-2020). DIBELS 8th Technical Manual. Eugene, OR: Author.

van Rijthoven, R., Kleemans, T., Segers, E., & Verhoeven, L. (2018). Beyond the phonological deficit: Semantics contributes indirectly to decoding efficiency in children with dyslexia. Dyslexia, 24(4), 309-321.

Williams, K. T. (1997). Expressive vocabulary test. Circle Pines, MN: American Guidance Service.

Woodcock, R.W. (1998). WRMT-R: Woodcock reading mastery tests revised. Circle Pines, MN: American Guidance Services.

Yanosky, D., Kamphaus, R. W., & Schwanenflugel, P. J. (2013). Psychometric properties of a proposed short form of the BASC teacher rating scale - Preschool. Journal of Psychoeducational Assessment, 31(4), 351-362.