Building Fluency, Word-Recognition Ability, and Confidence in Struggling Readers: The Poetry Academy

2008 ◽  
Vol 62 (1) ◽  
pp. 4-13 ◽  
Author(s):  
Lori G. Wilfong
Keyword(s):  
Word Recognition ◽  
Struggling Readers ◽  
Recognition Ability

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.

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.

"WORD SORT”: A CATEGORIZATION STRATEGY FOR IMPROVING WORD RECOGNITION ABILITY

1982 ◽  
Vol 3 (3) ◽  
pp. 247-259 ◽  
Author(s):  
Darrell Morris
Keyword(s):  
Word Recognition ◽  
Recognition Ability

Evaluation of Four Spanish Word-Recognition-Ability Lists

1989 ◽  
Vol 10 (6) ◽  
pp. 387-393 ◽  
Author(s):  
Pedro Weisleder ◽  
William R. Hodgson
Keyword(s):  
Word Recognition ◽  
Spanish Word ◽  
Recognition Ability

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 Reading and visual word recognition ability in semantic dementia is not predicted by semantic performance

2018 ◽  
Vol 111 ◽  
pp. 292-306 ◽  
Author(s):  
David Playfoot ◽  
Jac Billington ◽  
Jeremy J. Tree
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Semantic Dementia ◽  
Visual Word ◽  
Recognition Ability

Clinical Strategies for Sampling Word Recognition Performance

2018 ◽  
Vol 61 (4) ◽  
pp. 936-944 ◽  
Author(s):  
Robert S. Schlauch ◽  
Edward Carney
Keyword(s):  
Computer Simulation ◽  
Word Recognition ◽  
Confidence Intervals ◽  
Recognition Performance ◽  
Word List ◽  
Statistical Properties ◽  
Clinical Protocols ◽  
Recognition Ability ◽  
Clinical Strategies ◽  
Intensity Functions

Purpose Computer simulation was used to estimate the statistical properties of searches for maximum word recognition ability (PB max). These involve presenting multiple lists and discarding all scores but that of the 1 list that produced the highest score. The simulations, which model limitations inherent in the precision of word recognition scores, were done to inform clinical protocols. A secondary consideration was a derivation of 95% confidence intervals for significant changes in score from phonemic scoring of a 50-word list. Method The PB max simulations were conducted on a “client” with flat performance intensity functions. The client's performance was assumed to be 60% initially and 40% for a second assessment. Thousands of estimates were obtained to examine the precision of (a) single lists and (b) multiple lists using a PB max procedure. This method permitted summarizing the precision for assessing a 20% drop in performance. Results A single 25-word list could identify only 58.4% of the cases in which performance fell from 60% to 40%. A single 125-word list identified 99.8% of the declines correctly. Presenting 3 or 5 lists to find PB max produced an undesirable finding: an increase in the word recognition score. Conclusions A 25-word list produces unacceptably low precision for making clinical decisions. This finding holds in both single and multiple 25-word lists, as in a search for PB max. A table is provided, giving estimates of 95% critical ranges for successive presentations of a 50-word list analyzed by the number of phonemes correctly identified.

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