Initial validation of a measure of decoding difficulty as a unique predictor of miscues and passage reading fluency.

Quantifying the decoding difficulty (i.e., 'decodability') of text is important for accurately matching young readers to appropriate text and scaffolding reading development.

Executive functions and components of oral reading fluency through the lens of text complexity.

As readers struggle to coordinate various reading- and language-related skills during oral reading fluency (ORF), miscues can emerge, especially when processing complex texts. Following a miscue, students often self-correct as a strategy to potentially restore ORF and online linguistic comprehension. Executive functions (EF) are hypothesized to play an interactive role during ORF.

Learning Lexical Information Depends Upon Task, Learning Approach, and Reader Subtype.

Learning to read relies upon the integration of phonological, orthographic, and semantic information. However, no studies have investigated how children with varying reading abilities learn phonological-orthographic (PO) and semantic aspects of novel words as a function of both learning approach (LA; e.g.

Understanding the Influence of Text Complexity and Question Type on Reading Outcomes.

In the current study, we examined how student characteristics and cognitive skills, differing levels of text complexity (cohesion, decoding, vocabulary, and syntax), and reading comprehension question types (literal, inferential, critical analysis, and reading strategy) affected different types of reading outcomes (multiple-choice reading comprehension questions, free recall, and oral reading fluency) in a sample of 181 native English-speaking adolescents (9 to 14.83 years). Results from item response theory one-parameter models and multilevel models suggested that different cognitive skills predicted performance across the three reading outcomes.