The Push for More Challenging Texts: An Analysis of Early Readers’ Rate, Accuracy, and Comprehension
Date
2015-08-11
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Abstract
The purpose of the study was to examine the relationship between the challenge
level of text and early readers’ reading comprehension. This relationship was also
examined with consideration to students’ word recognition accuracy and read-
ing rate. Participants included 636 students, in Grades 1–3, in a southeastern
state. Results suggest that students reading texts well above their actual grade
levels, even with sufficient accuracy scores, scored significantly lower on com-
prehension than students reading texts at their actual grade level. This result
also held regardless of students’ reading rates. Findings signal the importance of
considering text level during instruction and suggest some caution is warranted
when pushing students into texts well above their grade levels.
Description
Publisher's PDF.
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Citation
Steven J. Amendum, Kristin Conradi & Meghan D. Liebfreund (2016) The Push for More Challenging Texts: An Analysis of Early Readers ’ Rate, Accuracy, and Comprehension, Reading Psychology, 37:4, 570-600, DOI: 10.1080/02702711.2015.1072609