The probability of a child reading a word correctly is influenced by both child skills and properties of the word. The purpose of this study was to investigate child-level skills (set for variabili...

PurposeThe lexical quality (LQ) hypothesis predicts that a skilled reader's lexicon will be inhabited by a range of low- to high-quality items, and the probability of representing a word with high quality varies as a function of person-level, word-level, and item-specific variables. These predictions were tested with spelling accuracy as a gauge of LQ.MethodItem-response based crossed random effects models explored simultaneous contributions of person-level (e.g. participant's decoding skill), word-level (e.g. word's transparency rating), item-specific (e.g. participant's familiarity with specific word), and person-by-word interaction predictors (e.g. decoding by transparency rating interaction) to the spelling of 25 commonly misspelled irregular English words in 61 undergraduate university students (M = 19.4 years, 70.49% female, 39.34% Hispanic, 81.97% White).ResultsSubstantial variance among individuals in item-level spelling accuracy was accounted for by person-level decoding skill; item-specific familiarity, proportion of schwas correctly represented, and correctly identifying the word from its mispronunciation; and an interaction of transparency rating by general decoding skill.ConclusionsConsistent with the LQ hypothesis, results suggest that one's ability to form a high-quality lexical representation of a given word depends on a complex combination of person-level abilities, word-level characteristics, item-specific experiences, and an interaction between person- and word-level influences.

Fourth grade typically involves shifting the instruction from learning to read to reading to learn, which can cause students to struggle. However, early reading intervention guided by assessment ha...

Purpose: We investigated and compared the outcomes from two standardized, norm-referenced screening assessments of language (i.e., Clinical Evaluation of Language Fundamentals Preschool–Second Edition [CELFP-2], Diagnostic Evaluation of Language Variation–Screening Test [DELV-ST]) with African American preschoolers whose spoken dialect differed from that of General American English (GAE). We (a) described preschoolers' performance on the CELFP-2 Core Language Index (CLI) and its subtests with consideration of degree of dialect variation (DVAR) observed, (b) investigated how the application of dialect-sensitive scoring modifications to the expressive morphology and syntax Word Structure (WS) subtest affected CELFP-2 CLI scores, and (c) evaluated the screening classification agreement rates between the DELV-ST and the CELFP-2 CLI. Method: African American preschoolers ( N = 284) completed the CELFP-2 CLI subtests (i.e., Sentence Structure, WS, Expressive Vocabulary) and the DELV-ST. Density of spoken dialect use was estimated with the DELV-ST Part I Language Variation Status, and percentage of DVAR was calculated. The CELFP-2 WS subtest was scored with and without dialect-sensitive scoring modifications. Results: Planned comparisons of CELFP-2 CLI performance indicated statistically significant differences in performance based on DELV-ST–determined degree of language variation groupings. Scoring modifications applied to the WS subtest increased subtest scaled scores and CLI composite standard scores. However, preschoolers who demonstrated strong variation from GAE continued to demonstrate significantly lower performance than preschoolers who demonstrated little to no language variation. Affected-status agreement rates between assessments (modified and unmodified CELFP-2 CLI scores and DELV-ST Part II Diagnostic Risk Status) were extremely low. Conclusions: The application of dialect-specific scoring modifications to standardized, norm-referenced assessments of language must be simultaneously viewed through the lenses of equity, practicality, and psychometry. The results of our multistage study reiterate the need for reliable methods of identifying risk for developmental language disorder within children who speak American English dialects other than GAE. Supplemental Material: https://doi.org/10.23641/asha.26017978