Date of Award
2026
Document Type
Dissertation
Degree Name
Education Specialties (Ph.D.)
Department
Education Specialties
First Advisor
Clare Waterman
Second Advisor
Maria Mello
Abstract
Early identification of reading difficulties is critical for improving literacy outcomes. Nonsense word fluency (NWF) assessments are widely used to evaluate early decoding skills, yet traditional consonant-vowel-consonant (CVC) probes may not fully capture students’ decoding abilities. This study examines whether an advanced NWF probe incorporating consonant blends and digraphs better predicts oral reading fluency (ORF) than the traditional CVC-based probe. Using a correlational design, first-grade benchmark data will be analyzed to compare the predictive strength of correct letter sounds, whole words read, and blending status across both probes. Grounded in the Simple View of Reading and Kilpatrick’s Phonological-Core Deficit Hypothesis, this study aims to enhance early literacy assessments by identifying a more sensitive tool for detecting at-risk readers, supporting earlier and more targeted interventions.
Recommended Citation
McDermott, Lindsay K., "IDENTIFYING AT-RISK READERS: THE ROLE OF ADVANCED NONSENSE WORD FLUENCY PROBES IN EARLY LITERACY SCREENING" (2026). Theses and Dissertations. 1057.
https://scholar.stjohns.edu/theses_dissertations/1057