Leah Zimmermann


Many middle school students have reading difficulties that impact their academic success. My dissertation focuses on relationships between morphological processing and the reading abilities of middle school students. I examine whether the ability to process morphological structure improves automaticity in word reading processes, and, in turn, contributes to decoding, reading fluency, and reading comprehension outcomes. In addition, I investigate whether these relationships differ for middle school students with reading difficulties.

Leah Zimmerman