Semantic and Phonological Ability to Adjust Recoding: A Unique Correlate of Word Reading Skill?

References

• Ackerman, M. D. (1973). Acquisition and transfer value of initial training with multiple grapheme-phoneme correspondences. Journal of Educational Psychology, 65, 28–34. doi:10.1037/h0034821
   Web of Science ®Google Scholar
• Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (2001). Phonemic awareness in young children: A classroom curriculum. Baltimore, MD: Brookes.
   Google Scholar
• Adams, M. J., & Huggins, A. W. (1985). The growth of children’s sight vocabulary: A quick test with education and theoretical implications. Reading Research Quarterly, 20, 262–281. doi:10.2307/748018
   Web of Science ®Google Scholar
• American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: AERA.
   Google Scholar
• Apel, K., Wilson-Fowler, E. B., Brimo, D., & Perrin, N. A. (2012). Metalinguistic contributions to reading and spelling in second and third grade students. Reading and Writing, 25, 1283–1305. doi:10.1007/s11145-011-9317-8
   Web of Science ®Google Scholar
• Baddeley, A. (1992). Working memory. Science, 255, 556–559. doi:10.1126/science.1736359
   PubMed Web of Science ®Google Scholar
• Balmuth, M. (1982). The roots of phonics: A historical introduction. New York, NY: McGraw-Hill.
   Google Scholar
• Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills a systematic review of the literature. Review of Educational Research, 80, 144–179. doi:10.3102/0034654309359
   Web of Science ®Google Scholar
• Breland, H. M. (1996). Word frequency and word difficulty: A comparison of counts in four corpora. Psychological Science, 7, 96–99.
   Web of Science ®Google Scholar
• Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12, 169–190. doi:10.1023/A:1008131926604
   Web of Science ®Google Scholar
• Chomsky, C. (1970). Reading, writing, and phonology. Harvard Educational Review, 40, 287–309. doi:10.17763/haer.40.2.y7u0242x76w05624
   Web of Science ®Google Scholar
• Cummins, F., & Port, R. (1998). Rhythmic constraints on stress timing in English. Journal of Phonetics, 26, 145–171. doi:10.1006/jpho.1998.0070
   Web of Science ®Google Scholar
• Cunningham, A. E. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 429–444. doi:10.1016/0022-0965(90)90079-N
   Web of Science ®Google Scholar
• Dunn, L., & Dunn, D. (2007). Peabody Picture Vocabulary Test (4th ed.). Minneapolis, MN: Pearson.
   Google Scholar
• Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9, 167–188. doi:10.1207/s1532799xssr0902_4
   Web of Science ®Google Scholar
• Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250–287. doi:10.1598/RRQ.36.3.2
   Web of Science ®Google Scholar
• Elbro, C., de Jong, P. F., Houter, D., & Nielsen, A.-M. (2012). From spelling pronunciation to lexical access: A second step in word decoding? Scientific Studies of Reading, 16, 341–359. doi:10.1080/10888438.2011.568556
   Web of Science ®Google Scholar
• Elbro, C., & Jensen, M. N. (2005). Quality of phonological representations, verbal learning, and phoneme awareness in dyslexic and normal readers. Scandinavian Journal of Psychology, 46, 375–384. doi:10.1111/j.1467-9450.2005.00468.x
   PubMed Web of Science ®Google Scholar
• Farmer, A. R., Nixon, M., & White, R. T. (1976). Sound blending and learning to read: An experimental investigation. British Journal of Educational Psychology, 46, 155–163. doi:10.1111/j.2044-8279.1976.tb02307.x
   Web of Science ®Google Scholar
• Fletcher, J. M. (2005). Predicting math outcomes: Reading predictors and comorbidity. Journal of Learning Disabilities, 38, 308−312. doi:10.1177/00222194050380040501
   PubMed Web of Science ®Google Scholar
• Frost, R., & Katz, L. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. Orthography, Phonology, Morphology and Meaning, 94, 67–84. doi:10.1016/S0166-4115(08)62789-2
   Google Scholar
• Gibson, E. J. (1965). Learning to read: Experimental psychologists examine the process by which a fundamental intellectual skill is acquired. Science, 148, 1066–1072. doi:10.1126/science.148.3673.1066
   PubMed Web of Science ®Google Scholar
• Goswami, U., Porpodas, C., & Wheelwright, S. (1997). Children’s orthographic representations in English and Greek. European Journal of Psychology of Education, 12, 273–292. doi:10.1007/BF03172876
   Web of Science ®Google Scholar
• Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory. Newbury Park, CA: Sage.
   Google Scholar
• Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106, 491–528. doi:10.1037/0033-295X.106.3.491
   PubMed Web of Science ®Google Scholar
• Hauk, O., Davis, M. H., Ford, M., Pulvermüller, F., & Marslen-Wilson, W. D. (2006). The time course of visual word recognition as revealed by linear regression analysis of ERP data. Neuroimage, 30, 1383–1400. doi:10.1016/j.neuroimage.2005.11.048
   PubMed Web of Science ®Google Scholar
• Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2, 127–160. doi:10.1007/BF00401799
   Web of Science ®Google Scholar
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi:10.1080/10705519909540118
   Web of Science ®Google Scholar
• Indefrey, P., & Levelt, W. J. (2004). The spatial and temporal signatures of word production components. Cognition, 92, 101–144. doi:10.1016/j.cognition.2002.06.001
   PubMed Web of Science ®Google Scholar
• Jacobson, L. A., Ryan, M., Martin, R. B., Ewen, J., Mostofsky, S. H., Denckla, M. B., & Mahone, E. M. (2011). Working memory influences processing speed and reading fluency in ADHD. Child Neuropsychology, 17, 209–224. doi:10.1080/09297049.2010.532204
   PubMed Web of Science ®Google Scholar
• Jean, M., & Geva, E. (2009). The development of vocabulary in English as a second language children and its role in predicting word recognition ability. Applied Psycholinguistics, 30, 153–185. doi:10.1017/S0142716408090073
   Web of Science ®Google Scholar
• Kearns, D. M. (2015). How elementary-age children read polysyllabic polymorphemic words. Journal of Educational Psychology, 107, 364–390. doi:10.1037/a0037518
   Web of Science ®Google Scholar
• Kearns, D. M., Steacy, L. M., Compton, D. L., Gilbert, J. K., Goodwin, A., Cho, E., Lindstrom, E. R., & Collins, A. A. (2016). Modeling polymorphemic word recognition: Exploring differences among children with early-emerging and late-emerging word reading difficulty. Journal of Learning Disabilities, 49, 368–394. doi:10.1177/0022219414554229
   PubMed Web of Science ®Google Scholar
• Kieffer, M. J., & Lesaux, N. K. (2012). Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade. Reading and Writing, 25, 347–373. doi:10.1007/s11145-010-9272-9
   Web of Science ®Google Scholar
• Linacre, J. M. (2015). Winsteps^® Rasch measurement computer program. Beaverton, OR: Winsteps.com.
   Google Scholar
• Lovett, M. W., Lacerenza, L., Borden, S. L., Frijters, J. C., Steinbach, K. A., & De Palma, M. (2000). Components of effective remediation for developmental reading disabilities: Combining phonological and strategy-based instruction to improve outcomes. Journal of Educational Psychology, 92, 263–283. doi:10.1037/0022-0663.92.2.263
   Web of Science ®Google Scholar
• Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 665–681. doi:10.1037/0012-1649.40.5.665
   PubMed Web of Science ®Google Scholar
• Nagy, W. E., Carlisle, J. F., & Goodwin, A. P. (2014). Morphological knowledge and literacy acquisition. Journal of Learning Disabilities, 47, 3–12. doi:10.1177/0022219413509967
   PubMed Web of Science ®Google Scholar
• National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office.
   Google Scholar
• O’Connor, R. E., Jenkins, J. R., & Slocum, T. A. (1995). Transfer among phonological tasks in kindergarten: Essential instructional content. Journal of Educational Psychology, 87, 202–217. doi:10.1037/0022-0663.87.2.202
   Web of Science ®Google Scholar
• Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383. doi:10.1080/10888430701530730
   Web of Science ®Google Scholar
• Perfetti, C. A. (1992). The representation problem in reading acquisition. In P. B. G. R. Treiman (Ed.), Reading acquisition (pp. 145–174). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Perfetti, C. A., Beck, I., Bell, L. C., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283–319.
   Web of Science ®Google Scholar
• Ramus, F., & Szenkovits, G. (2008). What phonological deficit? Quarterly Journal of Experimental Psychology, 61, 129–141. doi:10.1080/17470210701508822
   PubMed Web of Science ®Google Scholar
• Rastle, K., & Coltheart, M. (1999). Serial and strategic effects in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 25, 482–503. doi:10.1037/0096-1523.25.2.482
   Web of Science ®Google Scholar
• Rastle, K., & Coltheart, M. (2000). Lexical and nonlexical print-to-sound translation of disyllabic words and nonwords. Journal of Memory and Language, 42, 342–364. doi:10.1006/jmla.1999.2687
   Web of Science ®Google Scholar
• Rau, A. K., Moll, K., Moeller, K., Huber, S., Snowling, M. J., & Landerl, K. (2016). Same same, but different: Word and sentence reading in German and English. Scientific Studies of Reading, 20, 203–219.
   Web of Science ®Google Scholar
• Reitsma, P., & Wesseling, R. (1998). Effects of computer-assisted training of blending skills in kindergartners. Scientific Studies of Reading, 2, 301–320. doi:10.1207/s1532799xssr0204_1
   Google Scholar
• Ricketts, J., Nation, K., & Bishop, D. V. M. (2007). Vocabulary is important for some, but not all reading skills. Scientific Studies of Reading, 11, 235–257. doi:10.1080/10888430701344306
   Web of Science ®Google Scholar
• Serrano, F., & Defior, S. (2008). Dyslexia speed problems in a transparent orthography. Annals of Dyslexia, 58, 81–95. doi:10.1007/s11881-008-0013-6
   PubMed Web of Science ®Google Scholar
• Ševa, N., Monaghan, P., & Arciuli, J. (2009). Stressing what is important: Orthographic cues and lexical stress assignment. Journal of Neurolinguistics, 22, 237–249. doi:10.1016/j.jneuroling.2008.09.002
   Web of Science ®Google Scholar
• Seymour, P. H., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174. doi:10.1348/000712603321661859
   PubMed Web of Science ®Google Scholar
• Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151–218. doi:10.1016/0010-0277(94)00645-2
   PubMed Web of Science ®Google Scholar
• Sivo, S. A., Fan, X., Witta, E. L., & Willse, J. T. (2006). The search for “optimal” cutoff properties: Fit index criteria in structural equation modeling. The Journal of Experimental Education, 74, 267–288. doi:10.3200/JEXE.74.3.267-288
   Web of Science ®Google Scholar
• Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
   Google Scholar
• Swanson, J., Schuck, S., Mann, M., Carlson, C., Hartman, K., Sergeant, J., … McCleary, R. (2006). Categorical and dimensional definitions and evaluations of symptoms of ADHD: The SNAP and SWAN rating scales. Retrieved from http://www.adhd.net
   Google Scholar
• Taylor, J. S. H., Duff, F. J., Woollams, A. M., Monaghan, P., & Ricketts, J. (2015). How word meaning influences word reading. Current Directions in Psychological Science, 24, 322–328. doi:10.1177/0963721415574980
   Web of Science ®Google Scholar
• Torgesen, J. K., Morgan, S. T., & Davis, C. (1992). Effects of two types of PA training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364–370. doi:10.1037/0022-0663.84.3.364
   Web of Science ®Google Scholar
• Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1999). Test of word reading efficiency. Austin, TX: Pro-Ed.
   Google Scholar
• Treiman, R., Mullennix, J., Bijeljac-Babic, R., & Richmond-Welty, E. D. (1995). The special role of rimes in the description, use, and acquisition of English orthography. Journal of Experimental Psychology: General, 124, 107–136. doi:10.1037/0096-3445.124.2.107
   PubMed Web of Science ®Google Scholar
• Tunmer, W. E., & Chapman, J. W. (1998). Language prediction skill, phonological recoding ability, and beginning reading. In C. Hulme & R. M. Joshi (Eds.), Reading and spelling: Development and disorders (pp. 33–67). Mahwah, NJ: Erlbaum.
   Google Scholar
• Tunmer, W. E., & Chapman, J. W. (2012). Does set for variability mediate the influence of vocabulary knowledge on the development of word recognition skills? Scientific Studies of Reading, 16, 122–140. doi:10.1080/10888438.2010.542527
   Web of Science ®Google Scholar
• Vaughn, S., Wexler, J., Leroux, A., Roberts, G., Denton, C., Barth, A., & Fletcher, J. (2012). Effects of intensive reading intervention for eighth-grade students with persistently inadequate response to intervention. Journal of Learning Disabilities, 45, 515−525. doi:10.1177/0022219411402692
   PubMed Web of Science ®Google Scholar
• Venezky, R. L. (1999). The American way of spelling: The structure and origins of American English orthography. New York, NY: Guilford Press.
   Google Scholar
• Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive test of phonological processing. Austin, TX: Pro-Ed.
   Google Scholar
• Waters, G. S., Bruck, M., & Seidenberg, M. S. (1985). Do children use similar processes to read and spell words? Journal of Experimental Child Psychology, 39, 511–530. doi:10.1016/0022-0965(85)90054-2
   Web of Science ®Google Scholar
• Waters, G. S., Seidenberg, M. S., & Bruck, M. (1984). Children’s and adults’ use of spelling-sound information in three reading tasks. Memory & Cognition, 12, 293–305. doi:10.3758/BF03197678
   PubMed Web of Science ®Google Scholar
• Woodcock, R. W. (2011). Woodcock reading mastery test (3rd ed.). Austin, TX: Pearson.
   Google Scholar
• Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3–29. doi:10.1037/0033-2909.131.1.3
   PubMed Web of Science ®Google Scholar
• Ziegler, J. C., Perry, C., Ma-Wyatt, A., Ladner, D., & Schulte-Körne, G. (2003). Developmental dyslexia in different languages: Language-specific or universal? Journal of Experimental Child Psychology, 86, 169–193. doi:10.1016/S0022-0965(03)00139-5
   PubMed Web of Science ®Google Scholar