Haskins Publications

Number	1103
Year	1999
Drawer	21
Entry Date	11/22/1999
Authors	Shankweiler, D., Lundquist, E., Katz, L., Stuebing, K.K., Fletcher, J.M., Brady, S.A., Fowler, A.E., Dreyer, L.G., Marchione, K.E., Shaywitz, S.E., & Shaywitz, B.A.
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Publication	Scientific Studies of Reading, 3 (1), 69-74.
url	http://www.haskins.yale.edu/Reprints/HL1103.pdf
Abstract	Comparisons of reading measures from a sample of 361 children aged 7.5 to 9.5, including many with reading difficulties, showed high correlation between word reading and nonword reading, and nonword reading, and between each of these abilities and reading comprehension. These results, together with other findings from these children, showed that skill in word identification was almost inseparable from the phonologically analytic decoding process that is tapped by nonword reading, and, correspondingly, differences in reading comprehension were closely associated with differences in decoding skill. The findings support the conclusion that bottom-up skills largely drive the reading process in this age group. Only a small number of children departed from their decoding skills, and those with the opposite discrepancy accounted for even fewer.
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