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ERIC Number: EJ875369
Record Type: Journal
Publication Date: 2010
Pages: 25
Abstractor: As Provided
Reference Count: 82
ISSN: ISSN-1524-8372
The Development of Graphophonological-Semantic Cognitive Flexibility and Its Contribution to Reading Comprehension in Beginning Readers
Cartwright, Kelly B.; Marshall, Timothy R.; Dandy, Kristina L.; Isaac, Marisa C.
Journal of Cognition and Development, v11 n1 p61-85 2010
Reading-specific and general color-shape cognitive flexibility were assessed in 68 first and second graders to examine: 1) the development of graphophonological-semantic cognitive flexibility (the ability to process concurrently phonological and semantic aspects of print) in comparison to color-shape cognitive flexibility, 2) the contribution of reading experience to graphophonological-semantic flexibility, and 3) the unique contribution of graphophonological-semantic flexibility to reading comprehension. Second graders scored significantly higher than first graders on both cognitive flexibility tasks; the general flexibility task was easier for all children than the graphophonological-semantic flexibility task; reading experience contributed uniquely to children's graphophonological-semantic flexibility; and graphophonological-semantic flexibility contributed significant, unique variance to children's reading comprehension, consistent with Cartwright's (2002) work with second- to fourth-grade students and adults (2007). (Contains 7 tables and 2 figures.)
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Kaufman Brief Intelligence Test; Woodcock Reading Mastery Test