AN INVESTIGATION OF THE WORD ORDER AND DIFFICULTY LEVEL IN SCHONELL'S GRADED WORD RECOGNITION TEST (R.1)

The purpose of the present study was to determine the relationship between word recognition ability, knowledge of orthographic structures, and use of orthographic knowledge in word recognition. Fifty-six first and second graders were administered a word recognition test, two tests of orthographic knowledge, and two search tasks. The results indicated that when searching for multiple word targets children with word recognition levels of less than 2–2 searched similarly through all fields, whereas children with word recognition levels of 2–2+ searched faster through pseudowords and nonwords than through words. When searching for members of a category, children with word recognition levels below 2–1 searched faster through nonwords and pseudowords than through words providing no evidence for the use of orthography in word search. Children with word recognition levels above 2–1 searched faster through nonwords than through pseudowords and words, demonstrating a generalized effect of orthographic structure.

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Psychometric Functions for Shortened Administrations of a Speech Recognition Approach Using Tri-Word Presentations and Phonemic Scoring

Journal of Speech Language and Hearing Research ◽

10.1044/1092-4388(2011/11-0123) ◽

2012 ◽

Vol 55 (3) ◽

pp. 879-891 ◽

Cited By ~ 3

Author(s):

Stanley A. Gelfand ◽

Jessica T. Gelfand

Keyword(s):

Speech Recognition ◽

Young Adult ◽

Word Recognition ◽

Recognition Test ◽

Normal Hearing ◽

Original Study ◽

Computer Assisted ◽

Signal To Noise ◽

Adult Participants

Method Complete psychometric functions for phoneme and word recognition scores at 8 signal-to-noise ratios from −15 dB to 20 dB were generated for the first 10, 20, and 25, as well as all 50, three-word presentations of the Tri-Word or Computer Assisted Speech Recognition Assessment (CASRA) Test (Gelfand, 1998) based on the results of 12 normal-hearing young adult participants from the original study. Results The psychometric functions for both phoneme and word scores were very similar and essentially overlapping for all set sizes. Performance on the shortened tests accounted for 98.8% to 99.5% of the full (50-set) test variance with phoneme scoring, and 95.8% to 99.2% of the full test variance with word scoring. Shortening the tests accounted for little if any of the variance in the slopes of the functions. Conclusions The psychometric functions for abbreviated versions of the Tri-Word speech recognition test using 10, 20, and 25 presentation sets were described and are comparable to those of the original 50-presentation approach for both phoneme and word scoring in healthy, normal-hearing, young adult participants.

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Modeling the Relationships between Language Skills and Sentence Comprehension among Chinese Junior Elementary Graders

Language and Literacy ◽

10.20360/langandlit29443 ◽

2020 ◽

Vol 22 (2) ◽

pp. 80-116

Author(s):

Xiao-Yun Xiao ◽

Connie Suk-Han Ho

Keyword(s):

Word Recognition ◽

Word Order ◽

Sentence Comprehension ◽

Word Reading ◽

Vocabulary Knowledge ◽

Oral Narrative ◽

Theoretical Understanding ◽

Narrative Skills ◽

Syntactic Skills ◽

Reading Measures

The present study examined the contributions of vocabulary knowledge, syntactic skills, and oral narrative skills to sentence reading comprehension among Chinese junior elementary school children. Various language and reading measures were administered to 85 Chinese normally-achieving children at Grades 2 and 3 in Hong Kong. Results showed that vocabulary knowledge and oral narrative skills contributed significantly to word order skills, an important syntactic skill in Chinese. Vocabulary knowledge contributed to word recognition directly and contributed to sentence comprehension indirectly through word recognition and syntactic skills; and syntactic skills contributed to sentence comprehension directly. These findings suggest that while vocabulary knowledge is important for Chinese word reading, syntactic word order plays a central role in Chinese sentence comprehension. The implications of these findings for our theoretical understanding of the Simple View of Reading, as well as reading instruction, will be discussed.

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