Word recognition thresholds in novice readers: exploring when reading and listening comprehension are comparable.
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| Title: | Word recognition thresholds in novice readers: exploring when reading and listening comprehension are comparable. |
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| Authors: | García, J. Ricardo1 (AUTHOR) jrgarcia@usal.es, Sánchez, Emilio1 (AUTHOR) esanchez@usal.es, Calvo, Natalia2 (AUTHOR) natalia.cblaz@usal.es, Cain, Kate3 (AUTHOR) k.cain@lancaster.ac.uk |
| Source: | Reading & Writing. Jun2025, Vol. 38 Issue 6, p1635-1662. 28p. |
| Subject Terms: | *Cognitive psychology, *Word recognition, *Listening comprehension, *Reading comprehension, *Listening, Scientific literacy, Narration |
| Abstract: | This study proposes and identifies two levels of word reading at which good comprehenders can obtain a similar understanding of written and spoken narrative texts: The oral-written matching functional and efficient thresholds. These thresholds are compared with the level of word reading over which a relationship between listening comprehension and reading comprehension is evident (a basic word recognition threshold) and with the level after which better word recognition does not result in improvements in reading comprehension (an upper word recognition threshold). The three first thresholds were calculated in a sample of 344 first to third-grade Spanish students who read and listened to two narrative texts of different difficulty and who were assessed on measures of comprehension and word recognition. Listening and reading comprehension were related when participants accurately read more than 73% of pseudowords in a list (basic word recognition threshold). For participants with good listening comprehension, reading comprehension performance matched listening comprehension once a moderate reading speed of ~ 66 decontextualized words per minute was achieved (oral-written matching functional threshold) or when the rate of reading the text was ~ 140 words per minute (oral-written matching efficient threshold). The value of the oral-written matching efficient threshold was, in this study, similar to the upper word recognition threshold identified by prior research. The thresholds calculated in this study delineate a sequence of increasingly challenges to the developing reader, allowing a nuanced description of the initial stages of reading development. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186464153 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Word recognition thresholds in novice readers: exploring when reading and listening comprehension are comparable. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22García%2C+J%2E+Ricardo%22">García, J. Ricardo</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jrgarcia@usal.es</i><br /><searchLink fieldCode="AR" term="%22Sánchez%2C+Emilio%22">Sánchez, Emilio</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> esanchez@usal.es</i><br /><searchLink fieldCode="AR" term="%22Calvo%2C+Natalia%22">Calvo, Natalia</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> natalia.cblaz@usal.es</i><br /><searchLink fieldCode="AR" term="%22Cain%2C+Kate%22">Cain, Kate</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> k.cain@lancaster.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Jun2025, Vol. 38 Issue 6, p1635-1662. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cognitive+psychology%22">Cognitive psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening+comprehension%22">Listening comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening%22">Listening</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+literacy%22">Scientific literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Narration%22">Narration</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study proposes and identifies two levels of word reading at which good comprehenders can obtain a similar understanding of written and spoken narrative texts: The oral-written matching functional and efficient thresholds. These thresholds are compared with the level of word reading over which a relationship between listening comprehension and reading comprehension is evident (a basic word recognition threshold) and with the level after which better word recognition does not result in improvements in reading comprehension (an upper word recognition threshold). The three first thresholds were calculated in a sample of 344 first to third-grade Spanish students who read and listened to two narrative texts of different difficulty and who were assessed on measures of comprehension and word recognition. Listening and reading comprehension were related when participants accurately read more than 73% of pseudowords in a list (basic word recognition threshold). For participants with good listening comprehension, reading comprehension performance matched listening comprehension once a moderate reading speed of ~ 66 decontextualized words per minute was achieved (oral-written matching functional threshold) or when the rate of reading the text was ~ 140 words per minute (oral-written matching efficient threshold). The value of the oral-written matching efficient threshold was, in this study, similar to the upper word recognition threshold identified by prior research. The thresholds calculated in this study delineate a sequence of increasingly challenges to the developing reader, allowing a nuanced description of the initial stages of reading development. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-024-10571-2 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 1635 Subjects: – SubjectFull: Cognitive psychology Type: general – SubjectFull: Word recognition Type: general – SubjectFull: Listening comprehension Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Listening Type: general – SubjectFull: Scientific literacy Type: general – SubjectFull: Narration Type: general Titles: – TitleFull: Word recognition thresholds in novice readers: exploring when reading and listening comprehension are comparable. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: García, J. Ricardo – PersonEntity: Name: NameFull: Sánchez, Emilio – PersonEntity: Name: NameFull: Calvo, Natalia – PersonEntity: Name: NameFull: Cain, Kate IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 38 – Type: issue Value: 6 Titles: – TitleFull: Reading & Writing Type: main |
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