Assessing print exposure and orthographic processing skill in children: A quick measure of reading experience.

Abstract

In a study of third-and fourth-grade children it was established that orthographic processing ability can account for variance in word recognition skill after the variance due to phonological processing has been partialed out. This independent orthographic variance was related to performance on a new measure of individual differences in exposure to print, the Title Recognition Test (TRT), that has a very brief administration time. Additionally, some of the orthographic processing variance linked to word recognition ability was not shared with either phonological processing measures or with print exposure. The results of the study were supportive of the idea that there are individual differences in word recognition ability caused by variation in orthographic processing abilities that are in part determined by print exposure differences.

Studying the consequences of literacy within a literate society: The cognitive correlates of print exposure

“…For example, in previous work, we have demonstrated that, independent of decoding ability, variation in print exposure among adults predicts variation in specific types of orthographic knowledge (Stanovich & West, 1989). Similarly, in a study of children's performance (Cunningham & Stanovich, 1990), we found that after partialing IQ, memory ability, and phonological processing abilities. print exposure accounted for significant variance in orthographic knowledge and word recognition.…”

The Cognitive Profiles of Poor Readers/Good Spellers and Good Readers/Poor Spellers in a Consistent Orthography: A Retrospective Analysis

“…Finally, we assessed only lexical orthographic knowledge in our study. Given that sublexical orthographic knowledge (e.g., word likeness) is also important for reading fluency (Tims, 2013), or that print exposure could be an intermediate variable between orthographic knowledge and word reading (Cunningham & Stanovich, 1990), future studies should examine the profile of poor readers or spellers on these constructs as well.…”

New and updated tests of print exposure and reading abilities in college students

“…Later, a similar test, the Title Recognition Test (TRT), using the same logic as the ART and the MRT, was developed as an additional measure of print exposure (Cunningham & Stanovich, 1990). In these tests, participants are given a list of authors, magazines, or book titles intermixed with a set of compelling foils, and are asked to indicate which items they recognize as the names of real authors, magazines, or book titles, respectively.…”