ERIC Number: ED199685
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Testing a Hierarchical Model of Word Identification.
Juel, Connie; Holmes, Betty
A study was conducted into the operation of an interactive-compensatory model of reading. Specifically, it examined the development of context-free word recognition skills, their role in contextual reading, and the degree to which one word recognition skill might compensate another. Four word factors were examined: (1) orthographic redundancy (the total number of occurrences of specific letter combinations in specific word positions), (2) versatility (in how many different words specific letter combinations occur per position), (3) decodability (predictability of letter-sound correspondences), and (4) word frequency. Subjects were 12 good and 12 poor second and fifth grade readers and 24 college students. Each subject saw a word and two pictures displayed on a screen and decided which picture illustrated the meaning of the word. Effects of context on the word identification process were examined by comparing reaction times when words were presented with no context and with either average or rich sententially constraining context. Results indicated that with increasing age, readers became more sensitive to letter combinations that appear in particular positions in a number of different words, a factor that appears to play an important role in word identification. It also appeared that even highly constrained context did not significantly diminish the processing of word parts. (Author/FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Orthographic Redundancy
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).