Individual differences in word recognition acquisition: A path from an interactive model of reading to an interactive instructional setting

1989 ◽  
Vol 4 (3) ◽  
pp. 329-347 ◽  
Author(s):  
Laurence Rieben
Keyword(s):  
Individual Differences ◽  
Word Recognition ◽  
Instructional Setting ◽  
Interactive Model

Individual differences in visual word recognition: Insights from the ELP

2010 ◽  
Author(s):  
Melvin J. Yap ◽  
David A. Balota ◽  
Daragh Sibley ◽  
Roger Ratcliff
Keyword(s):  
Individual Differences ◽  
Word Recognition ◽  
Visual Word Recognition ◽  
Visual Word

AN INTERACTIVE MODEL OF WORD RECOGNITION: A PRACTICAL STANCE ON A RELENTLESS DEBATE

1991 ◽  
Vol 7 (1) ◽  
pp. 43-58
Author(s):  
Patricia Alexander ◽  
P. Elizabeth Pate
Keyword(s):  
Word Recognition ◽  
Interactive Model

scholarly journals Individual differences in sensitivity to configural information predicts word recognition fluency

2015 ◽  
Vol 15 (12) ◽  
pp. 908
Author(s):  
Terri Ng ◽  
Vince Ngan ◽  
Yetta Wong ◽  
Alan Wong
Keyword(s):  
Individual Differences ◽  
Word Recognition ◽  
Configural Information

scholarly journals The Three Factors in Reading Ability: Reanalysis of a Study by Cunningham, Stanovich, and Wilson

1992 ◽  
Vol 24 (2) ◽  
pp. 173-190 ◽  
Author(s):  
Ronald P. Carver
Keyword(s):  
Individual Differences ◽  
Word Recognition ◽  
Reading Ability ◽  
Reading Rate ◽  
Rate Level ◽  
Listening Tests ◽  
Accuracy Level ◽  
Two Factors ◽  
Almost All ◽  
Rauding Theory

Cunningham, Stanovich, and Wilson (1990) tested college students and concluded from their 22 measures that three factors were needed to explain individual differences in reading ability; one of these factors was called Word Recognition. Their data have been reanalyzed to determine whether there is any support for the three individual difference factors advanced in rauding theory—called rauding accuracy level (AL), rauding rate level (RL), and rauding efficiency level (EL). A factor analysis of their nine variables that measured reading ability yielded two factors; one was readily identified as AL because its highest loadings were on vocabulary and listening tests, and the other was readily identified as RL because its highest loadings were on measures of reading rate. When a single factor fit was forced upon these data, the resulting factor was readily identified as EL because the highest loadings were on measures of general reading ability such as reading comprehension and efficiency. It appears that individual differences in almost all measures of reading ability can be explained by regarding AL and RL as correlated subfactors of general reading ability, EL. The Word Recognition factor found by Cunningham et al. appears to be a rate factor, called rauding rate level, RL.

scholarly journals Investigating Speechreading and Deafness

2010 ◽  
Vol 21 (03) ◽  
pp. 163-168 ◽  
Author(s):  
Edward T. Auer
Keyword(s):  
Individual Differences ◽  
Word Recognition ◽  
Spoken Word Recognition ◽  
Theoretical Framework ◽  
Spoken Word ◽  
Visual Speech ◽  
Sufficient Information ◽  
Successful Communication ◽  
Auditory Word ◽  
Auditory Word Recognition

Background: The visual speech signal can provide sufficient information to support successful communication. However, individual differences in the ability to appreciate that information are large, and relatively little is known about their sources. Purpose: Here a body of research is reviewed regarding the development of a theoretical framework in which to study speechreading and individual differences in that ability. Based on the hypothesis that visual speech is processed via the same perceptual-cognitive machinery as auditory speech, a theoretical framework was developed by adapting a theoretical framework originally developed for auditory spoken word recognition. Conclusion: The evidence to date is consistent with the conclusion that visual spoken word recognition is achieved via a process similar to auditory word recognition provided differences in perceptual similarity are taken into account. Words perceptually similar to many other words and that occur infrequently in the input stream are at a distinct disadvantage within this process. The results to date are also consistent with the conclusion that deaf individuals, regardless of speechreading ability, recognize spoken words via a process similar to individuals with hearing.

Understanding individual differences in word recognition skills of ESL children

2000 ◽  
Vol 50 (1) ◽  
pp. 121-154 ◽  
Author(s):  
Esther Geva ◽  
Zhoreh Yaghoub-Zadeh ◽  
Barbara Schuster
Keyword(s):  
Individual Differences ◽  
Word Recognition
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