This Research Brief highlights key findings from a study that is a subset of a larger study being conducted jointly by NCSALL’s John Strucker and Kentaro Yamamoto, and Irwin Kirsch of the Educational Testing Service (ETS). This study builds on the proposition that a reader’s comprehension performance is largely determined by his or her abilities in two areas—print components and meaning components—and that learners’ skills, and therefore instructional needs, vary depending upon their relative strengths and weaknesses in these component areas. Print components include decoding accuracy and fluency; meaning components include oral vocabulary skills.
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