scholarly journals The Use of Orthographic Knowledge in Beginning Reading

1986 ◽  
Vol 18 (3) ◽  
pp. 229-241 ◽  
Author(s):  
Lauren Leslie ◽  
Brenda Thimke
Keyword(s):  
Word Recognition ◽  
Recognition Test ◽  
Second Graders ◽  
Beginning Reading ◽  
Orthographic Knowledge ◽  
Search Tasks ◽  
Recognition Ability ◽  
Word Search ◽  
The Relationship

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.

Pantomime Recognition in Aphasics

1975 ◽  
Vol 18 (1) ◽  
pp. 115-132 ◽  
Author(s):  
Robert J. Duffy ◽  
Joseph R. Duffy ◽  
Karen Leiter Pearson
Keyword(s):  
Recognition Test ◽  
Right Hemisphere ◽  
Verbal Abilities ◽  
Symbolic Communication ◽  
Communicative Ability ◽  
Verbal Instructions ◽  
Recognition Ability ◽  
The Subject ◽  
The Relationship ◽  
Naming Test

A pantomime recognition test was developed to study the extent of impairment of pantomime recognition and the relationship between pantomime recognition and verbal deficits in aphasics. This test requires no verbal instructions to the subject and only a simple pointing response. A description and rationale for the test are presented. This new test and three tests of verbal abilities (Verbal Recognition Test, Naming Test, and the Porch Index of Communicative Ability) were administered to four groups of subjects: aphasics, right-hemisphere damaged, subcortically damaged, and normals. Results indicate (1) greater impairment of pantomime recognition ability in aphasics than the other groups of subjects and (2) high correlations between impairment of pantomime recognition and impairment of verbal abilities in aphasics. Our findings are consistent with previous clinical reports and experimental data showing that aphasics commonly demonstrate impairment in gesture and pantomime. We conclude that aphasia is best understood as a general impairment of symbolic communication that includes nonverbal as well as verbal deficits.

scholarly journals Assessing Low-level Cognitive Processes of Word Recognition

2020 ◽  
Vol 9 (2) ◽  
pp. 55-62
Author(s):  
Michael Holsworth ◽  
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Cognitive Processing ◽  
Semantic Knowledge ◽  
Orthographic Knowledge ◽  
Cognitive Resources ◽  
Low Level ◽  
Phonological Knowledge ◽  
Recognition Ability ◽  
High Level

A fundamental skill required for vocabulary development is word recognition ability. According to Perfetti (1985), word recognition ability relies on low-level cognitive processing skill to be automatic and efficient in order for cognitive resources to be allocated to high-level processes such as inferencing and schemata activation needed for reading comprehension. The low-level processes include orthographic knowledge, semantic knowledge, and phonological awareness. These low-level processes must be efficient, fluent, and automatic in second language readers in order for them to achieve the ultimate goal of reading comprehension. This article briefly describes the concept of word recognition, its relation to vocabulary, and three tests that were designed to measure the three components of word recognition (orthographic, semantic, and phonological knowledge) in a longitudinal study that investigated the effects of word recognition training on reading comprehension.

scholarly journals Recognition of Orthographic Structure during Beginning Reading

1981 ◽  
Vol 13 (4) ◽  
pp. 313-324 ◽  
Author(s):  
Lauren Leslie ◽  
Albert J. Shannon
Keyword(s):  
Word Recognition ◽  
Discriminant Function Analysis ◽  
Grade Level ◽  
Function Analysis ◽  
Letter Recognition ◽  
Orthographic Knowledge ◽  
Second Grade ◽  
The Third ◽  
Chance Performance ◽  
Recognition Ability

The development of knowledge of orthographic structure among beginning readers was examined by testing their ability to discern which word in a pair looked most like a word. One hundred forty-five children in preschool, kindergarten, first and second grades were given three tasks measuring knowledge of orthographic structure and tests of letter, numeral and word recognition on two occasions six months apart. One orthographic task assessed the knowledge that words did not contain numbers; another assessed knowledge that certain consonant clusters do not occur in English. Results showed that word-recognition ability, rather than grade level, correlated highly (.80) with orthographic knowledge. Letter recognition correlated (.66) with knowledge that words do not contain numbers. The results of a discriminant-function analysis indicated an early second-grade level of word recognition predicted above-chance performance on the third orthographic task. The results were discussed in relation to an interactive-compensatory model of reading.

scholarly journals Stark Individual Differences: Face Recognition Ability Influences the Relationship Between Confidence and Accuracy in a Recognition Test of Game of Thrones Actors

2019 ◽  
Author(s):  
Jesse Howard Grabman ◽  
Chad Dodson
Keyword(s):  
Face Recognition ◽  
Individual Differences ◽  
Recognition Test ◽  
Standard Test ◽  
Recognition Ability ◽  
Retention Intervals ◽  
The Relationship ◽  
Accuracy Relationship ◽  
Confidence Ratings ◽  
Game Of Thrones

Growing evidence suggests face identifications made with high confidence are typically accurate (Wixted & Wells, 2017). However, few studies capture the complexities of real-world face recognition (e.g., non-experimental setting, varied contexts). Moreover, individual differences in face recognition ability may moderate the confidence-accuracy relationship (Grabman et al., 2019). In this study, we reanalyzed data from 32 participants who watched six seasons of the television show Game of Thrones for entertainment as the series aired (Devue et al., 2019). Participants provided confidence ratings on a 168-item old-new recognition test of actors and completed a standard test of face recognition ability. Highest confidence ratings were remarkably accurate -- even considering retention-intervals of >3 years and large changes in appearance. However, confidence was generally a better indicator of accuracy for stronger, as compared to weaker, face recognizers.

Word Recognition by Second Graders: The Unit of Perception and Interrelationships among Accuracy, Latency, and Comprehension

1979 ◽  
Vol 11 (2) ◽  
pp. 107-118 ◽  
Author(s):  
Christine McCormick ◽  
S. Jay Samuels
Keyword(s):  
Word Recognition ◽  
Word Length ◽  
First Grade ◽  
Second Graders ◽  
Holistic Processing ◽  
Second Grade ◽  
Meaningful Context ◽  
Letter Processing ◽  
The Relationship ◽  
Speed And Accuracy

Two issues were investigated: the first examined the relationships among accuracy and latency of word recognition and comprehension by non-fluent readers, and the second examined whether component letter or holistic processing was used in word recognition by these same readers. Speed and accuracy of word recognition were measured on individual words. Literal comprehension was measured for the same words presented in meaningful context. The unit of perception was measured by the relationship between latency of word recognition and word length. If students were using component processing, latency would increase with word length, but if holistic processing were used, there would be no increase in latency with length. Results of this study indicated that accuracy and latency were each significantly related to comprehension for both first- and second-grade words, with evidence for latency influencing comprehension scores to a greater extent on the first-grade words. With regard to the unit of perception, in general there was evidence of component letter processing for all subjects with the highly accurate readers showing a tendency towards more holistic processing.

Field Dependency and Picture Recognition Ability

1967 ◽  
Vol 25 (3) ◽  
pp. 713-716 ◽  
Author(s):  
Donald R. Campbell ◽  
Frederick N. Dyer ◽  
Frederic J. Boersma
Keyword(s):  
Individual Differences ◽  
Recognition Test ◽  
Search Strategies ◽  
Picture Recognition ◽  
Embedded Figures Test ◽  
Field Dependency ◽  
Conflicting Evidence ◽  
Recognition Ability ◽  
Embedded Figures ◽  
The Relationship

The study attempted to resolve conflicting evidence regarding the relationship between analytic ability, as measured by tests of field dependency, and structuring ability, as measured by performance on picture recognition tasks. The data failed to support the view that field dependency and ability to recognize fragmented pictures are significantly related and that age affects performance on picture recognition tasks. The results were discussed in terms of individual differences in search strategies on the Picture Recognition Test. A suggestion was made that the Children's Embedded Figures Test and the Conceptual Style Test are measuring different abilities.

Specific Aspects of Prompting and Fading Procedures in Teaching Beginning Reading

1982 ◽  
Vol 55 (3_suppl) ◽  
pp. 1103-1108 ◽  
Author(s):  
Eugene E. Mc Dowell
Keyword(s):  
Word Recognition ◽  
Recognition Test ◽  
Beginning Reading ◽  
Kindergarten Children ◽  
Reading Task ◽  
Initial Errors

Three groups of kindergarten children received 4 training trials and a word-recognition test with 15 words in a beginning-reading task. There was a prompting-and-fading group with pictorial prompts which were gradually faded. There was a prompting-only group who received the same pictorial prompts but no fading. There was a no-prompting group, also, who were exposed to the printed words but no pictorial prompts. The prompting-and-fading and the prompting-only groups maintained few errors during training, while the no-prompting group showed high initial errors which gradually declined. The prompting-and-fading and the no-prompting groups performed similarly on word recognition after training and scored significantly higher than the prompting-only group. Lack of advantage in word-recognition skills for the prompting-and-fading group over the no-prompting group was discussed.

Word Recognition in Multitalker Babble Measured with Two Psychophysical Methods

2005 ◽  
Vol 16 (08) ◽  
pp. 622-630 ◽  
Author(s):  
Richard H. Wilson ◽  
Christopher A. Burks ◽  
Deborah G. Weakley
Keyword(s):  
Word Recognition ◽  
Background Noise ◽  
Pure Tone ◽  
Recognition Performance ◽  
Random Presentation ◽  
Presentation Level ◽  
Significant Difference ◽  
Northwestern University ◽  
And Performance ◽  
The Relationship

The purpose of this experiment was to determine the relationship between psychometric functions for words presented in multitalker babble using a descending presentation level protocol and a random presentation level protocol. Forty veterans (mean = 63.5 years) with mild-to-moderate sensorineural hearing losses were enrolled. Seventy of the Northwestern University Auditory Test No. 6 words spoken by the VA female speaker were presented at seven signal-to-babble ratios from 24 to 0 dB (10 words/step). Although the random procedure required 69 sec longer to administer than the descending protocol, there was no significant difference between the results obtained with the two psychophysical methods. There was almost no relation between the perceived ability of the listeners to understand speech in background noise and their measured ability to understand speech in multitalker babble. Likewise, there was a tenuous relation between pure-tone thresholds and performance on the words in babble and between recognition performance in quiet and performance on the words in babble.

Pure-Tone Thresholds and Word-Recognition Abilities of Hearing-Impaired Children

1974 ◽  
Vol 17 (2) ◽  
pp. 194-202 ◽  
Author(s):  
Norman P. Erber
Keyword(s):  
Word Recognition ◽  
Pure Tone ◽  
Hearing Impaired ◽  
Pure Tone Average ◽  
Recognition Ability ◽  
Impaired Children ◽  
Degree Of Overlap ◽  
Better Than ◽  
Hearing Impaired Children

A recorded list of 25 spondaic words was administered monaurally through earphones to 72 hearing-impaired children to evaluate their comprehension of “easy” speech material. The subjects ranged in age from eight to 16 years, and their average pure-tone thresholds (500-1000-2000 Hz) ranged in level from 52 to 127 dB (ANSI, 1969). Most spondee-recognition scores either were high (70 to 100* correct) or low (0 to 30% correct). The degree of overlap in thresholds between the high-scoring and the low-scoring groups differed as a function of the method used to describe the audiogram. The pure-tone average of 500-1000-2000 Hz was a good, but not perfect, predictor of spondee-recognition ability. In general, children with average pure-tone thresholds better than about 85 dB HTL (ANSI, 1969) scored high, and those with thresholds poorer than about 100 dB scored low. Spondee-recognition scores, however, could not be predicted with accuracy for children whose audiograms fell between 85 and 100 dB HTL.

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