RAPID WORD RECOGNITION AS A MEASURE OF WORD-LEVEL AUTOMATICITY AND ITS RELATION TO OTHER MEASURES OF READING

被引：3

作者：

Frye, Elizabeth M. ^{[1
]}

Gosky, Ross ^{[2
]}

机构：

[1] Appalachian State Univ, Dept Reading Educ & Special Educ, POB 32085, Boone, NC 28608 USA

[2] Appalachian State Univ, Dept Math Sci, Boone, NC 28608 USA

来源：

READING PSYCHOLOGY | 2012年 / 33卷 / 04期

关键词：

D O I：

10.1080/02702711.2010.521670

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

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.

引用

页码：350 / 366

页数：17

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