Rapid Word Recognition as a Measure of Word-Level Automaticity and its Relation to Other Measures of Reading

Frye, Elizabeth M.; Gosky, Ross

doi:10.1080/02702711.2010.521670

Cited by 3 publications

(1 citation statement)

References 8 publications

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“…Scores were calculated as the number of words read accurately in 90 s out of 100 total possible words. The WRI has been shown to be a strong predictor of contextual and oral reading levels 53,54 .…”

Section: Methodsmentioning

confidence: 99%

Keep it simple: streamlining book illustrations improves attention and comprehension in beginning readers

2020

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This study used eye-tracking to examine whether extraneous illustration details—a common design in beginning reader storybooks—promote attentional competition and hinder learning. The study used a within-subject design with first- and second-grade children. Children (n = 60) read a story in a commercially available Standard condition and in a Streamlined condition, in which extraneous illustrations were removed while an eye-tracker recorded children’s gaze shifts away from the text, fixations to extraneous illustrations, and fixations to relevant illustrations. Extraneous illustrations promoted attentional competition and hindered reading comprehension: children made more gaze shifts away from text in the Standard compared to the Streamlined condition, and reading comprehension was significantly higher in the Streamlined condition compared to the Standard condition. Importantly, fixations toward extraneous details accounted for the unique variance in reading comprehension controlling for reading proficiency and attending to relevant illustrations. Furthermore, a follow-up control experiment (n = 60) revealed that these effects did not solely stem from enhanced text saliency in the Streamlined condition and reproduced the finding of a negative relationship between fixations to extraneous details and reading comprehension. This study provides evidence that the design of reading materials can be optimized to promote literacy development in young children.

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Section: Methodsmentioning

confidence: 99%

Keep it simple: streamlining book illustrations improves attention and comprehension in beginning readers

2020

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Orthographic Knowledge and Reading Fluency among within Word Pattern Spellers in Grades 2–5

Negrete¹,

Bear

2019

Reading Psychology

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The Modifying Effects of Response Style on the Criterion-Related Validity of a Curriculum-Based Measure

Berenbon,

D’Agostino,

Rodgers

2024

Journal of Psychoeducational Assessment

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Curriculum-based measures (CBMs) such as Word Identification Fluency promote student achievement, but because they are timed and administered frequently, they are prone to variation in student response styles. To study the impact of WIF response styles, we created and examined the validity of a novel response style measure and examined the degree to which it moderated the validity of WIF growth slopes as a predictor of student outcomes. Students who moved quickly through the WIF (speeders) exhibited greater growth compared to non-speeders with similar WIF slopes on a criterion measure, and WIF growth explained the most variance in growth on the criterion measure among speeders. Response style was rather consistent within students and across students within teachers, suggesting that teachers’ instructions and testing practices may influence how students approach the tests. Implications of the findings for effective CBM testing are discussed.

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Rapid Word Recognition as a Measure of Word-Level Automaticity and its Relation to Other Measures of Reading

Cited by 3 publications

References 8 publications

Keep it simple: streamlining book illustrations improves attention and comprehension in beginning readers

Keep it simple: streamlining book illustrations improves attention and comprehension in beginning readers

Orthographic Knowledge and Reading Fluency among within Word Pattern Spellers in Grades 2–5

The Modifying Effects of Response Style on the Criterion-Related Validity of a Curriculum-Based Measure

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