scholarly journals Exploring individual differences in irregular word recognition among children with early-emerging and late-emerging word reading difficulty.

2017 ◽  
Vol 109 (1) ◽  
pp. 51-69 ◽  
Author(s):  
Laura M. Steacy ◽  
Devin M. Kearns ◽  
Jennifer K. Gilbert ◽  
Donald L. Compton ◽  
Eunsoo Cho ◽  
...  
Keyword(s):  
Individual Differences ◽  
Word Recognition ◽  
Word Reading ◽  
Reading Difficulty ◽  
Irregular Word

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

Developmental Changes in Word Recognition: An Information-Processing Account

1986 ◽  
Vol 38 (3) ◽  
pp. 395-418 ◽  
Author(s):  
Linda Pring ◽  
Maggie Snowling
Keyword(s):  
Word Recognition ◽  
Conceptual Knowledge ◽  
Context Effect ◽  
Word Reading ◽  
Contextual Information ◽  
Developmental Changes ◽  
Learning To Read ◽  
Young Readers ◽  
Single Word Reading ◽  
First Time

Two experiments examining developmental changes in the use of context in single word reading are reported. The first experiment investigated how effectively children can access conceptual knowledge and use this to help their word recognition. The results indicated that young readers can on demand direct their attention to semantic information, and this allows them to reap a relatively greater benefit from context than older more skilful readers. The second experiment attempted to clarify the way such use of contextual information might help in the specific case when a child attempts to decode a new word for the first time. Skilled and unskilled readers pronounced pseudohomophonic nonwords faster when they were primed by a semantic context, and the context effect was greater for unskilled readers. The nonword's graphemic similarity to a lexical item was also important. In general, the results were consistent with Stanovich's (1980) interactive-compensatory model of reading, and they suggest that in learning to read, several already existing stores of information (e.g. auditory, visual and conceptual) are integrated in order to achieve a solution to the word recognition problem.

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 Individual Differences in Subphonemic Sensitivity and Phonological Skills

2017 ◽  
Author(s):  
Monica Yin Chen Li ◽  
David Braze ◽  
Anuenue Kukona ◽  
Clinton L. Johns ◽  
Whitney Tabor ◽  
...  
Keyword(s):  
Individual Differences ◽  
Speech Processing ◽  
Community Sample ◽  
Reading Difficulty ◽  
Phonological Representations ◽  
Phonological Skills ◽  
Wide Range ◽  
Phonological Categories ◽  
Phonemic Category ◽  
Phonological Abilities

Many studies have established a link between phonological abilities (indexed by phonological awareness and phonological memory tasks) and typical and atypical reading development. Individuals who perform poorly on phonological assessments have been mostly assumed to have underspecified (or “fuzzy”) phonological re- presentations, with typical phonemic categories, but with greater category overlap due to imprecise encoding. An alternative posits that poor readers have overspecified phonological representations, with speech sounds perceived allophonically (phonetically distinct variants of a single phonemic category). On both accounts, mismatch between phonological categories and orthography leads to reading difficulty. Here, we consider the implications of these accounts for online speech processing. We used eye tracking and an individual differences approach to assess sensitivity to subphonemic detail in a community sample of young adults with a wide range of reading-related skills. Subphonemic sensitivity inversely correlated with meta-phonological task performance, consistent with overspecification.

scholarly journals Past Perspectives and New Opportunities for the Explanatory Item Response Model

2019 ◽  
Author(s):  
Yaacov Petscher ◽  
Donald Compton ◽  
Laura M. Steacy ◽  
Hannah Kinnon
Keyword(s):  
Individual Differences ◽  
Item Response ◽  
Word Reading ◽  
Random Effect ◽  
Error Variance ◽  
Item Response Model ◽  
Item Discrimination ◽  
Explanatory Variables ◽  
Item Level ◽  
Unique Item

Models of word reading that simultaneously take into account item-level and person-level fixed and random effects are broadly known as explanatory item response models (EIRM). Although many variants of the EIRM are available, the field has generally focused on the doubly explanatory model for modeling individual differences. Moreover, the historical application of the EIRM has been a Rasch version of the model where the item discrimination values are fixed at 1.0 and the random or fixed item effects only pertain to the item difficulties. The statistical literature has advanced to allow for more robust testing of observed or latent outcomes, as well as more flexible parameterizations of the EIRM. The purpose of the present study was to compare the observed and latent Rasch EIRM using commonly used statistical software (R and Mplus) and more broadly compare Rasch and 2PL EIRM when including person-level and item-level predictors. Results showed that not only was the error variance smaller in the unconditional 2PL EIRM compared to the Rasch EIRM due to including the item discrimination random effect, but that patterns of unique item-level explanatory variables difference between the two approaches. Results are interpreted within the context of what each statistical model affords to the opportunity for describing and explaining individual differences in word-level performance.

scholarly journals Individual differences in narrative production in late childhood: Associations with age and fiction reading experience

2020 ◽  
pp. 014272372094655 ◽  
Author(s):  
Lorna G. Hamilton ◽  
Isabelle O’Halloran ◽  
Nicola Cutting
Keyword(s):  
Individual Differences ◽  
Word Reading ◽  
Picture Book ◽  
Production Quality ◽  
Vocabulary Knowledge ◽  
Late Childhood ◽  
Reading Experience ◽  
Children's Narratives ◽  
Narrative Production ◽  
Age Range

Narrative production draws upon linguistic, cognitive and pragmatic skills, and is subject to substantial individual differences. This study aimed to characterise the development of narrative production in late childhood and to assess whether children’s cumulative experience of reading fiction is associated with individual differences in narrative language skills. One-hundred-and-twenty-five 9- to 12-year-old children told a story from a wordless picture book, and their narratives were coded for syntactic, semantic and discourse-pragmatic features. The grammatical complexity and propositional content of children’s narratives increased with age between 9 and 12 years, while narrative cohesion, coherence and use of mental state terms were stable across the age range. Measures of fiction reading experience were positively correlated with several indices of narrative production quality and predicted unique variance in narrative macrostructure after controlling for individual differences in vocabulary knowledge, word reading accuracy and theory of mind. These findings are discussed in terms of the continued importance of ‘book language’ as part of the language input beyond early childhood.

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