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Replicating Decoding Threshold in ReadBasix®: Impact on Reading Skills Development. ETS Research Memorandum. RM-24-06

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Title: Replicating Decoding Threshold in ReadBasix®: Impact on Reading Skills Development. ETS Research Memorandum. RM-24-06
Language: English
Authors: Zuowei Wang, Tenaha O’Reilly, Rebecca Sutherland, Educational Testing Service (ETS)
Source: ETS Research Institute. 2024.
Availability: ETS Research Institute. Available from: ETS. Rosedale Road Mailstop 13E, Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; Web site: https://www.ets.org/research.html
Peer Reviewed: N
Page Count: 31
Publication Date: 2024
Document Type: Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Decoding (Reading), Reading Skills, Skill Development, Reading Tests, Scores, Scoring, Word Recognition, Vocabulary, Morphology (Languages), Sentences, Language Processing, Reading Rate, Reading Comprehension, Elementary School Students, Secondary School Students
Abstract: In 2022, Advanced Education Research and Development Fund's (AERDF) Reading Reimagined launched the Equitable Foundational Literacy Research (EFLR) cohort, a group of four independently designed and researched instructional pilots aiming to support the foundational literacy skills of students from traditionally underserved populations in Grades 3-8. As part of the outcome metrics projects, EFLR used ReadBasix®, an ETS-developed reading component skills assessment, as a common measure. To help inform the use of ReadBasix and the interpretation of its scores, AERDF contracted ETS to conduct new analyses to replicate previously published decoding threshold studies with ReadBasix data. This research memorandum summarizes the findings of two replication studies. Study 1 first identified the location of the decoding threshold on the ReadBasix scoring scale (Word Recognition and Decoding score = 225) and then demonstrated the impact of scoring below the decoding threshold on the growth trajectories of other reading component skills measured by ReadBasix, including vocabulary, morphology, sentence processing, basic reading efficiency, and reading comprehension. Students scoring below the decoding threshold had significantly slower growth rate in all these skills. Study 2 replicated the behavioral differences between students scoring above versus below the decoding threshold when they responded to different kinds of ReadBasix decoding items. Students with poor decoding skills spent less time than peers when encountering a word that they did not yet know, indicating a lack of phonological recoding effort. Collectively, these results replicated earlier published studies with ReadBasix data, thus providing more evidence supporting the validity of ReadBasix and the robustness of the decoding threshold findings.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED674725
Database: ERIC
FullText Text:
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  Data: Replicating Decoding Threshold in ReadBasix®: Impact on Reading Skills Development. ETS Research Memorandum. RM-24-06
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  Data: <searchLink fieldCode="AR" term="%22Zuowei+Wang%22">Zuowei Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Tenaha+O%27Reilly%22">Tenaha O’Reilly</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+Sutherland%22">Rebecca Sutherland</searchLink><br /><searchLink fieldCode="AR" term="%22Educational+Testing+Service+%28ETS%29%22">Educational Testing Service (ETS)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22ETS+Research+Institute%22"><i>ETS Research Institute</i></searchLink>. 2024.
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  Data: ETS Research Institute. Available from: ETS. Rosedale Road Mailstop 13E, Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; Web site: https://www.ets.org/research.html
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  Data: <searchLink fieldCode="DE" term="%22Decoding+%28Reading%29%22">Decoding (Reading)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring%22">Scoring</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology+%28Languages%29%22">Morphology (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Sentences%22">Sentences</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Processing%22">Language Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Rate%22">Reading Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In 2022, Advanced Education Research and Development Fund's (AERDF) Reading Reimagined launched the Equitable Foundational Literacy Research (EFLR) cohort, a group of four independently designed and researched instructional pilots aiming to support the foundational literacy skills of students from traditionally underserved populations in Grades 3-8. As part of the outcome metrics projects, EFLR used ReadBasix®, an ETS-developed reading component skills assessment, as a common measure. To help inform the use of ReadBasix and the interpretation of its scores, AERDF contracted ETS to conduct new analyses to replicate previously published decoding threshold studies with ReadBasix data. This research memorandum summarizes the findings of two replication studies. Study 1 first identified the location of the decoding threshold on the ReadBasix scoring scale (Word Recognition and Decoding score = 225) and then demonstrated the impact of scoring below the decoding threshold on the growth trajectories of other reading component skills measured by ReadBasix, including vocabulary, morphology, sentence processing, basic reading efficiency, and reading comprehension. Students scoring below the decoding threshold had significantly slower growth rate in all these skills. Study 2 replicated the behavioral differences between students scoring above versus below the decoding threshold when they responded to different kinds of ReadBasix decoding items. Students with poor decoding skills spent less time than peers when encountering a word that they did not yet know, indicating a lack of phonological recoding effort. Collectively, these results replicated earlier published studies with ReadBasix data, thus providing more evidence supporting the validity of ReadBasix and the robustness of the decoding threshold findings.
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  Data: ED674725
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      – Text: English
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      Pagination:
        PageCount: 31
    Subjects:
      – SubjectFull: Decoding (Reading)
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Skill Development
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      – SubjectFull: Reading Tests
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      – SubjectFull: Scores
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      – SubjectFull: Word Recognition
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      – SubjectFull: Vocabulary
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      – SubjectFull: Morphology (Languages)
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      – SubjectFull: Sentences
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      – SubjectFull: Language Processing
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      – SubjectFull: Reading Rate
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Secondary School Students
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