Perceptual Span of Poor Readers

1975 ◽  
Vol 7 (3) ◽  
pp. 297-305 ◽  
Author(s):  
Carl Spring ◽  
Robert Farmer
Keyword(s):  
Linear Relation ◽  
Reading Ability ◽  
Naming Task ◽  
Naming Speed ◽  
Poor Readers ◽  
Perceptual Span ◽  
Phonological Coding ◽  
Average Readers

A model is described attributing narrow perceptual spans of poor readers to abnormally slow phonological coding speed. In a test of the model with elementary-age school boys, (1) poor readers were slower than average readers on a digit naming task; (2) perceptual span for random digits was impaired for poor readers; (3) a linear relation was found between perceptual span and naming speed; and (4) within the limits of reliability, perceptual span and naming speed accounted for the same portion of reading ability variance. Discrepant results are also presented, and possible modifications of the model are discussed.

Do You Name Speedy Objects Faster Than Slow Objects: SPEEDED NAMING OR NAMING SPEED? THE AUTOMATIC EFFECT OF OBJECT SPEED ON PERFORMANCE

2018 ◽  
Author(s):  
Moshe Shay Ben-Haim ◽  
Eran Chajut ◽  
Ran Hassin ◽  
Daniel Algom
Keyword(s):  
High Speed ◽  
Mental Representations ◽  
Reading Aloud ◽  
Naming Task ◽  
Naming Speed ◽  
Low Speed ◽  
Everyday Objects ◽  
Pictures And Words

we test the hypothesis that naming an object depicted in a picture, and reading aloud an object’s name, are affected by the object’s speed. We contend that the mental representations of everyday objects and situations include their speed, and that the latter influences behavior in instantaneous and systematic ways. An important corollary is that high-speed objects are named faster than low-speed objects despite the fact that object speed is irrelevant to the naming task at hand. The results of a series of 7 studies with pictures and words support these predictions.

The Impact of Reading Competence on the Ability to Take a Perspective

1979 ◽  
Vol 11 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Mark Grabe ◽  
Walt Prentice
Keyword(s):  
Reading Instruction ◽  
Reading Ability ◽  
Significant Interaction ◽  
Poor Readers ◽  
Vocabulary Test ◽  
Control Groups ◽  
Good Readers ◽  
Reading Competence ◽  
The Poor ◽  
The Impact

Students grouped as good or poor readers on the basis of a vocabulary test were asked to read a story from a certain perspective or with instructions to read carefully. While the groups given a perspective recalled more information than the control groups, the most interesting results came from the significant interaction of reading ability, reading instruction and type of information. Relative to good readers in the control condition, good readers given a perspective responded with greater recall of information related to the perspective. The poor readers appeared unable or unwilling to use the perspective in differentially processing the perspective relevant sentences.

scholarly journals The development of the relation between letter-naming speed and reading ability

1983 ◽  
Vol 21 (3) ◽  
pp. 199-202 ◽  
Author(s):  
Keith E. Stanovich ◽  
Dorothy J. Feeman ◽  
Anne E. Cunningham
Keyword(s):  
Reading Ability ◽  
Naming Speed ◽  
Letter Naming

Increasing the Naming Speed of Poor Readers: Representations Formed across Repetitions

1993 ◽  
Vol 55 (3) ◽  
pp. 297-328 ◽  
Author(s):  
Hope E. Lemoine ◽  
Betty Ann Levy ◽  
Ann Hutchinson
Keyword(s):  
Naming Speed ◽  
Poor Readers

How Children Read: Matching by Sight and Sound

1974 ◽  
Vol 6 (3) ◽  
pp. 295-303 ◽  
Author(s):  
Jane F. Mackworth ◽  
N. H. Mackworth
Keyword(s):  
Reading Ability ◽  
Poor Readers ◽  
Speed Of Processing ◽  
Good Readers ◽  
Grade 3 ◽  
And Performance

The Coding Test was given to 80 children from 7 to 12 years old. They were asked to judge whether pairs of pictures, letters or words looked or sounded the same. The test measures three aspects of reading: coding written letters or words into sound, detecting small visual differences, and the speed of processing. In each grade poor readers made more errors than good readers. The ability to detect small differences did not change beyond Grade 3, but the ability to recognize sound-alike words improved throughout grades. There was no relation between reading ability and performance in a non-verbal pictorial task.

The Effect of Prior Knowledge on the Question Answering of Good and Poor Readers

1983 ◽  
Vol 15 (4) ◽  
pp. 1-18 ◽  
Author(s):  
Betty C. Holmes
Keyword(s):  
Prior Knowledge ◽  
Reading Ability ◽  
Question Answering ◽  
Reading Level ◽  
Poor Readers ◽  
Fifth Grade ◽  
Good Readers ◽  
Fifth Grade Students ◽  
New Information ◽  
Good And Poor Readers

The purpose of this investigation was to compare the question answering of good and poor readers when their prior knowledge for the answers to questions was determined before reading to be accurate, inaccurate, incomplete, or missing. Fifty-six fifth-grade students with equivalent I.Q.'s, but varying in reading ability and extent of general prior knowledge for the passage topics, participated in the study. Subjects read an expository passage written on their approximate instructional reading level. The results indicated that poor readers did not use prior knowledge to the same extent as did good readers. This was especially true when students were learning new information. The results also suggest that poor readers have difficulty answering text implicit questions even if they possess adequate prior knowledge for passage topics.

Subgrouping of Korean Readers Based on Reading Achievement and the Relation of Cognitive-Linguistic Variables to the Subgroups

2020 ◽  
pp. 073194872095814
Author(s):  
Ae-Hwa Kim ◽  
Ui Jung Kim ◽  
Jae Chul Kim ◽  
Sharon Vaughn
Keyword(s):  
Reading Achievement ◽  
Grade Level ◽  
Rapid Naming ◽  
Primary Grade ◽  
Poor Readers ◽  
Linguistic Variables ◽  
Intermediate Grade ◽  
Cognitive Linguistic ◽  
Poor Comprehenders ◽  
Average Readers

The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by disaggregating into primary grade level (i.e., Grades 1–3) and intermediate grade level (i.e., Grades 4–6). The main results are summarized as follows. First, three subgroups of readers were found based on the reading achievement for the primary grade level: “very poor word readers and poor comprehenders,” “poor readers,” and “average readers.” Second, four subgroups of readers were found based on the reading achievement for the intermediate grade level: “very significantly poor readers,” “very poor readers,” “average word readers but poor comprehenders,” and “average readers.” Third, vocabulary, rapid naming, phonological memory, and phonological awareness were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the primary grade level. Fourth, phonological memory, rapid naming, sentence repetition, and listening comprehension were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the intermediate grade level. This article also discusses the limits of this research and the implications in practice. Finally, this article touches upon the direction of future studies.

Hemispheric Laterality for Spatial Analysis in Children with Reading Problems

1986 ◽  
Vol 63 (2) ◽  
pp. 537-538 ◽  
Author(s):  
Sarah Grogan
Keyword(s):  
Spatial Perception ◽  
Visual Display ◽  
Spatial Processing ◽  
Poor Readers ◽  
Reading Problems ◽  
Left Hand ◽  
The Poor ◽  
Average Intelligence ◽  
Left And Right ◽  
Average Readers

Lateralisation for tactile-spatial perception was studied in 21 10- to 15-yr.-old boys of average intelligence who were underachieving in reading and 21 matched controls. Controls showed a significant advantage at recognising shapes on a visual display when they had been actively felt with the left hand. There was no difference between left- and right-hand scores in the poor readers. This supports Witelson's (1977) finding that poor readers are less lateralised for spatial-processing than are average readers.

Effects of Reading Ability on Children's Comprehension Evaluation and Regulation

1989 ◽  
Vol 21 (1) ◽  
pp. 69-83 ◽  
Author(s):  
Karen Zabrucky ◽  
Hilary Horn Ratner
Keyword(s):  
Reading Ability ◽  
Verbal Report ◽  
Sixth Grade ◽  
Poor Readers ◽  
Comprehension Monitoring ◽  
Verbal Reports ◽  
Good Readers ◽  
On Line ◽  
Good And Poor Readers ◽  
Multidimensional Process

Good and poor readers in the sixth grade ( M age = 11.92 years) were videotaped reading inconsistent stories presented one sentence at a time. Children's comprehension evaluation was assessed with on-line (reading times) and verbal report measures; comprehension regulation was assessed by examining look-backs during reading. All children read inconsistencies more slowly than consistent control information but good readers were more likely than poor readers to look back at inconsistencies during reading, to give accurate verbal reports of passage consistency following reading, and to recall text inconsistencies. Results highlight the importance of using multiple comprehension monitoring measures in assessing children's abilities and of treating comprehension monitoring as a multidimensional process.

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