ERIC Number: ED198488
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Relationships between Reading Time for Letters, Words, Simple Text, and Word Identification Skill: A One Year Longitudinal Study.
Biemiller, Andrew J.
A study was conducted to replicate earlier findings regarding the relationships between letter, word, and text reading times and measures of reading achievement and to establish the stability of reading times measures and their relationships over a one-year period. Subjects included 150 children in eight age cohorts between grades one and six. The results strongly support the earlier conclusions that good readers are superior at context-free word recognition and that skilled reading is largely "text-driven" (more affected by "bottom-up" skills involving letter and word identification than "top-down" skills involving the use of context). Both reading time measures and the Gray Oral Reading Test highest passage measure demonstrated one-year stabilities above .70 at nearly all grade levels above the first grade. (HOD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Ontario Educational Research Council, Toronto.
Authoring Institution: N/A