Examinig the relationship betwenn word reading and nonword reading development within an orthoraphic learning framework / (Record no. 9008)
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| 000 -LEADER | |
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| fixed length control field | 01573nam a22001457a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20230808162244.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 230808b ph ||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | OCT |
| 240 ## - UNIFORM TITLE | |
| Uniform title | The Elementary School Journal / |
| Medium | March 2023 |
| 245 ## - TITLE STATEMENT | |
| Title | Examinig the relationship betwenn word reading and nonword reading development within an orthoraphic learning framework / |
| Statement of responsibility, etc. | Ashley A. Edwards, Laura M. Seacy, Valeria M. Rigobon, Yaacov Petscher, Donald L. Compton |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Chicago, IL : |
| Name of publisher, distributor, etc. | The University Chicago Press, |
| Date of publication, distribution, etc. | 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | Vol 123 (3) : page 396-413 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ABSTRACT :Perfetti's representational quality hypothesis suggests that orthographic learning in developing readers is associated with two important changes to the orthographic lexicon that drive continued word reading development, namely, addition of word-specific representations and acquisition of complex context-dependent decoding skills. Perfetti further hypothesizes that these two changes are mutually fa-cilitative suggesting a bidirectional relationship. To test this hypothesis, cross-lagged panel models were used to model the relationship between word reading and non-word reading longitudinally across Grades 1-4 in a diverse<br/>sample (N = 433) of developing readers. Overall results<br/>revealed the codevelopmental pattern between word and nonword reading to be bidirectional in nature such that word reading impacted later nonword reading and vice versa. These bidirectional relations did not differ significantly between those who qualify for free and reduced |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Books |
| Suppress in OPAC | No |
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