Rapid Word Recognition as a Measure of Word-Level Automaticity and its Relation to Other Measures of Reading.
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| Title: | Rapid Word Recognition as a Measure of Word-Level Automaticity and its Relation to Other Measures of Reading. |
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| Authors: | Frye, ElizabethM. (AUTHOR), Gosky, Ross (AUTHOR) |
| Source: | Reading Psychology. July/Aug2012, Vol. 33 Issue 4, p350-366. 17p. 5 Charts, 1 Graph. |
| Subjects: | Word recognition, Reading comprehension, Reading software, Regression analysis, Contextual learning, Computers in education |
| Abstract: | The present study investigated the relationship between rapid recognition of individual words (Word Recognition Test) and two measures of contextual reading: (1) grade-level Passage Reading Test (IRI passage) and (2) performance on standardized STAR Reading Test. To estabilish if time of presentation on the word recognition test was a factor in predicting contextual reading performance, four computerized presentation times were used: 300 msec, 650 msec, 1000 msec, adn 2000 msec. Regression analyses revealed that, for both third- and fourth-grade students, there was evidence that presentation times of less than 1 second better approximated performance on the two contextual reading measures. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Psychology is the property of Taylor & Francis Ltd 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: | Psychology and Behavioral Sciences Collection |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 76606910 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Rapid Word Recognition as a Measure of Word-Level Automaticity and its Relation to Other Measures of Reading. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Frye%2C+ElizabethM%2E%22">Frye, ElizabethM.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gosky%2C+Ross%22">Gosky, Ross</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. July/Aug2012, Vol. 33 Issue 4, p350-366. 17p. 5 Charts, 1 Graph. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+software%22">Reading software</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Contextual+learning%22">Contextual learning</searchLink><br /><searchLink fieldCode="DE" term="%22Computers+in+education%22">Computers in education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The present study investigated the relationship between rapid recognition of individual words (Word Recognition Test) and two measures of contextual reading: (1) grade-level Passage Reading Test (IRI passage) and (2) performance on standardized STAR Reading Test. To estabilish if time of presentation on the word recognition test was a factor in predicting contextual reading performance, four computerized presentation times were used: 300 msec, 650 msec, 1000 msec, adn 2000 msec. Regression analyses revealed that, for both third- and fourth-grade students, there was evidence that presentation times of less than 1 second better approximated performance on the two contextual reading measures. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=76606910 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02702711.2010.521670 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 350 Subjects: – SubjectFull: Word recognition Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Reading software Type: general – SubjectFull: Regression analysis Type: general – SubjectFull: Contextual learning Type: general – SubjectFull: Computers in education Type: general Titles: – TitleFull: Rapid Word Recognition as a Measure of Word-Level Automaticity and its Relation to Other Measures of Reading. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Frye, ElizabethM. – PersonEntity: Name: NameFull: Gosky, Ross IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: July/Aug2012 Type: published Y: 2012 Identifiers: – Type: issn-print Value: 02702711 Numbering: – Type: volume Value: 33 – Type: issue Value: 4 Titles: – TitleFull: Reading Psychology Type: main |
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