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ERIC Number: EJ876802
Record Type: Journal
Publication Date: 2005-Dec
Pages: 28
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0022-1325
Reading Experience and Changes in the Processing of Letters, Written Words, and Pseudohomophones: Comparing Fifth-Grade Students and University Students
Miller, Paul
Journal of Genetic Psychology, v166 n4 p407-434 Dec 2005
In this study, the author elucidated whether reading experience continues to contribute to word recognition skills in readers with well-internalized reading skills. The participants performed consecutive same or different judgments regarding the identicalness of letters, words, and pseudohomophones. For a more detailed examination of how increased reading experience impacts particular stages of the processing of written stimuli, the author manipulated the identity dimension in each stimuli category. Twenty-five 5th-grade students and 22 university students participated in the study. Overall, findings indicated that a significant development occurs in the recognition of written stimuli after 5th grade because of a shift in the strategic allocation of mental resources (attention) within the recognition process. This change in strategy seems to prompt enhanced retrieval of knowledge relevant to the processing of written stimuli. (Contains 1 figure, 5 tables and 5 footnotes.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 5; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel