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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 variability and vocabulary), word-level properties (concreteness), word structure (mono- vs polymorphemic), and interactions between these properties and word structure within a comprehensive item-level model of complex word reading. This study is unique in that it purposely sampled both mono- and polymorphemic polysyllabic words. A sample of African American ( n  = 69) and Hispanic ( n  = 6) students in grades 2–5 ( n  = 75) read a set of mono- and polymorphemic polysyllabic words ( J  = 54). Item-level responses were modeled using cross-classified generalized random-effects models allowing variance to be partitioned between child and word while controlling for other important child factors and word features. Set for variability and the interaction between concreteness and word structure (i.e., mono- vs polymorphemic) were significant predictors. Higher probabilities of reading poly- over monomorphemic words were identified at lower levels of concreteness with the opposite at higher levels of concreteness. Results indicate important predictors at both the child- and word-level and support the importance of morphological structure for reading abstract polysyllabic words.

Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading