The role of word-recognition accuracy in the development of word-recognition speed and reading comprehension in primary school: A longitudinal examination

Karageorgos, Panagiotis; Richter, Tobias; Haffmans, Maj-Britt; Schindler, Julia; Naumann, Johannes

doi:10.1016/j.cogdev.2020.100949

Cited by 24 publications

(17 citation statements)

References 42 publications

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“…As stated in the paper by Panagiotis Karageorgos, Tobias Richter, Maj-Britt Haffmans, Julia Schindler, and Johannes Naumann [8], the speed of mastering the skill of accurate word recognition by primary school students determines both the speed of reading in the future and the level of text comprehension. It is obvious that the ease of working with text information makes a student more successful in both the field of getting educational knowledge and in the field of the acquisition of cultural values.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, the increase in reading speed directly depends on the speed and accuracy of the recognition of visual stimuli -letters (at the initial stage of learning to read) and whole words (for more experienced readers). The influence of word recognition accuracy on reading speed is also discussed in the paper by Panagiotis Karageorgos, Tobias Richter, Maj-Britt Haffmans, Julia Schindler, and Johannes Naumann [8]. In their longitudinal study, the correlation between the accuracy of word recognition and the reading speed/level of comprehension of texts by primary school students (grades 1-4) was analysed.…”

Section: Studies Of the Capabilities Of The Visual System In The Context Of Speed Readingmentioning

confidence: 99%

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Speed Reading as a Psychological Problem

Bilaya

2021

E3S Web Conf.

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The demand for innovative learning methods is dictated not only by the speed of changes and updates of the knowledge system, but also by the enormous growth of data. The need to navigate the vast and dynamically changing field of information requires more sophisticated skills of working with it. Reading is still one of the main ways of gaining knowledge. Improving the reading skill allows not only to work with text information faster and more efficiently, but also to qualitatively change the intellectual abilities of a person by means of speed reading. This study presents a theoretical overview of the modern scientific understanding of speed reading, and examines the psychological aspects (cognitive, motivational-meaning-building) that have an impact on the effectiveness of speed reading learning process. Our aim is to develop an appropriate training program, which will take into account not only the capabilities and limitations of the visual and cognitive systems, but also motivational-meaning-building component, which largely determines the student’s involvement in the lesson and the level of results achieved. The implementation of this program in the educational process will allow to optimize the time and effort necessary to acquire a certain amount of educational knowledge, as well as to increase the motivation and personal interest of the individual in the process of education and self-education.

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Section: Discussionmentioning

confidence: 99%

Section: Studies Of the Capabilities Of The Visual System In The Context Of Speed Readingmentioning

confidence: 99%

Speed Reading as a Psychological Problem

Bilaya

2021

E3S Web Conf.

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“…Developmental models of reading comprehension (e.g., Perfetti et al, 2005) suggest that the ability to read and understand written text unfolds in sequential steps. Readers need to reach a certain level of word-recognition accuracy before becoming more fluent readers (Karageorgos et al, 2020), and they need to read at a sufficient pace to have enough cognitive capacity to understand what they read (Wolf & Katzir-Cohen, 2001). Reading accuracy, reading fluency, and reading comprehension can efficiently be fostered by different instructional approaches.…”

Section: The Challenge Of Differentiating Reading Instructionmentioning

confidence: 99%

Effects of Data-Based Decision-Making on Low-Performing Readers in General Education Classrooms: Cumulative Evidence From Six Intervention Studies

et al. 2021

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In most general education classrooms in Germany, students with and without special educational needs are taught together. To support teachers in adapting instruction to these heterogeneous classrooms, we have developed learning progress assessment (LPA) and reading instructional materials, the Reading Sportsman (RS) in line with the theoretical framework of data-based decision-making, which has led to beneficial effects in several studies. However, data from these studies have not been analyzed to examine effects for low-performing readers. Data within and across six quasi-experimental studies conducted by our team in Grades 2 to 4 were reanalyzed to examine the effects of LPA on students whose reading fluency scores were at or below the 25th percentile ( n = 1,346 students from 264 classes). In each study, students had been assigned to a control group (with business-as-usual instruction), an LPA group only, or an LPA-RS group (i.e., with teachers provided with LPA and the RS). Separate multilevel regression results were integrated by means of meta-analytical methods to investigate the consistency of results. Overall, findings from the single studies indicated no positive effects of LPA with or without the RS compared with the control group. The integrated analyses showed small positive effect trends on reading fluency and intrinsic reading motivation.

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“…It is possible that the relevance of syllable units slows down the development of lexical orthographic knowledge in transparent orthographies; but the pre-eminence of sublexical strategies through multiple exposures in time could also favour the lexical quality of the representations (Hsiao & Nation, 2018). This might explain the relatively low error rates from 3rd grade on, far below the 30% threshold established as the minimum level of orthographic knowledge expected to be attained between 1st and 2nd grade of primary school (Karageorgos et al, 2020).…”

Section: Table 5 Syllabic Frequency Values Of the Items Used In Both Experimentsmentioning

confidence: 99%

“…This knowledge facilitates automatic access to words´ mental representations (Chetail, 2015;Chetail et al, 2015) and has proven to be a good predictor of reading and writing in primary school, beyond phonological knowledge or intelligence (Deacon et al, 2019;Rakhlin et al, 2019;Rothe et al, 2015;Zaric et al, 2020). Specifically, a child's knowledge about combinations of letters and syllables at the sublexical level is related to greater accuracy in reading and writing, while word-lexical knowledge is related to greater fluency (Conrad et al, 2013;Karageorgos et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The abc of the b and c in Spanish: inconsistent and context dependent letter errors and the development of orthographic knowledge in primary school children

Rodríguez

Acha

2021

Read Writ

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This study presents the results of a cross-sectional reading and spelling assessment conducted among 118 Spanish children in 3rd, 4th and 5th grade. The first aim was to explore whether children´s use of orthographic knowledge was modulated by lexical variables—word frequency and orthographic neighborhood—or sublexical variables—context-dependent, inconsistent or neutral letters- as well as the developmental pathway of such knowledge in both tasks. The second aim was to provide insight into the type of errors committed by children in order to detect the words and structures that convey most difficulties. Data showed that children rely on sublexical processes more than on lexical ones in reading and writing. Persistent errors in context-dependent and inconsistent letters were evident even in 5th grade, and writing involved greater difficulty in all grades. The presence of other type of errors such as substitutions, omissions or lexicalizations was negligible. Finally, an item analysis revealed that errors were located in low-frequency syllables, particularly in the first position. Data point to specific and persistent difficulties in context-dependent and inconsistent letters that may hinder the consolidation of accurate orthographic word representations in Spanish.

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The role of word-recognition accuracy in the development of word-recognition speed and reading comprehension in primary school: A longitudinal examination

Cited by 24 publications

References 42 publications

Speed Reading as a Psychological Problem

Speed Reading as a Psychological Problem

Effects of Data-Based Decision-Making on Low-Performing Readers in General Education Classrooms: Cumulative Evidence From Six Intervention Studies

The abc of the b and c in Spanish: inconsistent and context dependent letter errors and the development of orthographic knowledge in primary school children

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