Peer reviewed
Direct linkERIC Number: EJ1012579
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1088-8438
EISSN: N/A
Modeling the Length Effect: Specifying the Relation with Visual and Phonological Correlates of Reading
van den Boer, Madelon; de Jong, Peter F.; Haentjens-van Meeteren, Marleen M.
Scientific Studies of Reading, v17 n4 p243-256 2013
Beginning readers' reading latencies increase as words become longer. This length effect is believed to be a marker of a serial reading process. We examined the effects of visual and phonological skills on the length effect. Participants were 184 second-grade children who read 3- to 5-letter words and nonwords. Results indicated that reading latencies could be decomposed into a length effect and an overall reading speed. Individual differences in the length effect were predicted by phonological awareness and visual attention span. Rapid naming accounted only for differences in overall reading speed. (Contains 2 tables, 1 figure, and 1 footnote.)
Descriptors: Grade 2, Elementary School Students, Phonological Awareness, Visual Perception, Reading Skills, Reading Instruction, Reading Rate, Reading Processes, Attention Span, Foreign Countries, Word Recognition, Vocabulary, Intelligence Quotient, Short Term Memory, Verbal Ability, Naming, Structural Equation Models, Correlation, Cognitive Ability
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Identifiers - Assessments and Surveys: Raven Progressive Matrices
Grant or Contract Numbers: N/A
