laberge and samuels' theory of reading comprehension

JENKINS JR, FUCHS LS, VAN DEN BROEK P, ESPIN C, DENO SL. NOTENBOOM A, REITSMA P. Investigating the dimensions of spelling ability. Measurement modeling was carried out for each grade separately. The SlideShare family just got bigger. COMALLI PE, JR, WAPNER S, WERNER H. Interference effects of Stroop color-word test in childhood, adulthood, and aging. The standardized reading measures were the following: The experimenter-constructed reading tasks were designed to provide a more fine-grained assessment on aspects of early reading not covered by the standardized measures of reading, particularly those related to the automaticity aspects of reading. The second was to determine whether fluent text reading provided additional benefits for reading comprehension beyond those skills involved in word-reading fluency alone. LYON GR, SHAYWITZ SE, SHAYWITZ BA. There was a nonsignificant Doublet Type Grade interaction, F(2, 246) = 2.91, p = .056, for RTs. MEAN RTS IN MILLISECONDS (AND ERROR RATES) FOR EXPERIMENTER-CONSTRUCTED READING TASKS. NATIONAL INSTITUTE OF CHILD HEALTH AND HUMAN DEVELOPMENT. In the current study, we presented children with pictures containing pronounceable nonwords, words containing high-probability GPC units, words containing high-probability rime units, and words containing both. STANOVICH KE, CUNNINGHAM AE, WEST RF. To the extent that the presence of autonomous word reading is a component of automaticity, it should be related to word-reading fluency, text-reading fluency, and, perhaps, reading comprehension. First-, second-, and third-grade children were asked to complete a series of reading tasks targeting reading fluency, reading autonomy, and reading comprehension. In this model, the autonomous reading interference and word-readingfluency aspects of reading were viewed as predictors of text-reading fluency and reading comprehension. Further, the key is to remember that fluency is an important bridge to comprehension but not the ultimate destination. Spearman-Brown coefficient analysis indicated a split-half reliability on this task of .91 for reaction times and .73 for accuracy rates. First, all RTs for incorrect responses were eliminated from the data and their responses counted as errors. Toward a Theory of Automatic information processing in reading. The study theorized that students with increased levels of locus, Descriptors: Statistical Analysis, Locus of Control, Self Efficacy, Academic Ability, A Dual Coding Theoretical Model of Decoding in Reading: Subsuming the LaBerge and Samuels Model, Prosody's Contribution to Fluency: An Examination of the Theory of Automatic Information Processing, Effects of Assisted-Repeated Reading on Students of Varying Reading Ability: A Single-Subject Experimental Research Study, Automaticity of Word Recognition Is a Unique Predictor of Reading Fluency in Middle-School Students, Alternative Text Types to Improve Reading Fluency for Competent to Struggling Readers, Effects of Journeys Reading Intervention on Reading Achievement of Students with Disabilities, Assisted Repeated Reading with an Advanced-Level Japanese EFL Reader: A Longitudinal Diary Study, An Investigation of the Influence of the Theory of Automaticity and the Impact of Repeated Reading on the Fluency and Comprehension Skills of Eighth Grade Students with and without Learning Disabilities, Indian Education: Causal Comparative Research of Oral Reading Fluency for Native American First Graders, Repeated Reading for Developing Reading Fluency and Reading Comprehension: The Case of EFL Learners in Vietnam, Factors Associated with Individual Differences in Reading Comprehension for Typically-Developing Students and for a Pilot Sample of Students Diagnosed with Autism Spectrum Disorder, Attending to Eye Movements and Retinal Eccentricity: Evidence for the Activity Distribution Model of Attention Reconsidered. There are a number of potential benefits that the fluent reading of connected text can provide over reading isolated words. Thus, children move from relying on the slow letter-by-letter (or unit-by-unit) decoding to painlessly retrieving cued words from long-term memory (Logan, 1997). TIPPER SP, BOURQUE TA, ANDERSON SH, BRE-HAUT JC. Toward a definition of dyslexia. However, in the interest of parsimony, we deemed it better to proceed by testing the same models for all grades. There was a main effect of Grade for decisions regarding vowels for accuracies, Grade, F(2, 246) = 3.14, p = .045, but not for RT, Grade F(2, 246) = 2.21, p = .112. Several studies have linked the development of Stroop interference to the development of reading skill. National Library of Medicine It distinguishes skilled from less skilled readers in a manner that is remarkably stable from first to fourth grade (Juel, 1988). A perusal of error rate means indicated that errors were not at floor, so a separate analysis of them was conducted as well. Fluency: A review of developmental and remedial practices. The purposes of the current study were two. The purpose of the experimental spelling task was to provide an additional assessment of the automaticity of accessing orthographic knowledge. The new PMC design is here! A beginners guide to structural equation modeling. A longitudinal study of the development of automatic recognition skills in first graders. Automaticity is an important component of skilled reading. We also included nonword reading as an indicator of the ability to recognize unknown words. Thus, for the remainder of the analyses, we calculated Stroop interference directly for each participant by subtracting each ones mean RT for letter strings from their RT from nonwords, High-GPC + Low-Rime, and High-GPC + High-Rime words. Moreover, the path between autonomous reading interference and reading comprehension was significant for first graders (p < .05) but nonsignificant for the other grades, suggesting this aspect of automaticity is not important once basic automaticity is established. Explaining the variance in reading Ability in terms of psychological processes: What have we learned? PENNINGTON BF, LEFLY DL, VAN ORDEN GC, BOOKMAN MO, SMITH SD. Rapid object-naming speed shares considerable independent variance with word identification (Bowers & Swanson, 1991). Finally, we have shown that reading fluency and automatic reading account for considerable variance in childrens reading comprehension throughout the early elementary school years. We know that fluent early elementary school children use syntactically appropriate prosody and expression when they read (Clay & Imlach, 1971; Zutell & Rasinski, 1991). If text complexity increases faster than childrens text fluency resources can be expended to capitalize on it, children may not experience the benefits gained from fluent text reading to support increases in comprehension during the early stages of fluent reading. We also investigate these same differences based on whether a student is a proficient or struggling reader. We think it unlikely that the addition of 20 or more participants at each grade level would have altered our findings dramatically. However, as before, given the similarity between first- and third-grade data, it seemed more parsimonious to examine the same model for second grade. Looks like youve clipped this slide to already. Training teachers to attend to their students oral reading fluency. Development of automatic and speeded reading of printed words. Then, with knowledge of how children progressed on the individual tasks, we carried out tests of theory using structural equation modeling of the relationships among the tasks. It is important to note that there was a significant main effect of Stroop, F(5, 1230) = 23.57, p < .001, and a non-significant interaction between Stroop and Grade, F(10, 1230) = 1.39, p = .178, suggesting similar patterns of interference across grade. ROBIN D. MORRIS, Georgia State University, Atlanta, USA. First, we wished to provide a more comprehensive account regarding how fluency, autonomy, and freed resources (in terms of improved comprehension) operate together in early reading skill development. LAING E, HULME C. Phonological and semantic processes influence beginning readers ability to learn to read words. Consequently, we hesitate to say that orthographic information is not useful for fluent reading and merely conclude that our current data do not provide us with a theoretical basis for deciding how it might be used. For example, Jenkins et al. ANDERSON JR. Next, mean RT and standard deviations were calculated for every participant in the study. Future research should assess the continuing developmental path of reading fluency and these other language factors in producing good comprehension as children become older. Additionally, large differences are found when readers are blocked as either proficient or struggling. Whether considered in terms of reading or any other skill, automaticity is identified by a number of characteristics, some of which concern us here. His research areas include ways of measuring and developing automatic decoding skills and the role of attention in learning disabled and nondisabled populations. Thus, the results of this measurement modeling indicated that it was best simply to exclude these orthographic variables from further model testing. Further, this reading-fluency factor was an important predictor of reading comprehension. WOLF M, BOWERS P. The double-deficit hypothesis for the developmental dyslexias. PAULA J. SCHWANENFLUGEL, University of Georgia, Athens, USA. It is traditional to present the model 2 fit index, which tests the difference in fit between a given overidentified model and a just-identified version of it (Kline, 2005, p. 136). It has also become a critical issue in English as a second or foreign language (L2) settings because the lack of fluency is considered a major obstacle to developing, Descriptors: Reading Comprehension, Reading Fluency, Program Implementation, Metacognition, Moyer, Rodney Michael ProQuest LLC, 2012, This mixed method study examined the use of repeated reading with eighteen, eighth grade special education and regular education students. Patterns of word and nonword processing in skilled and less-skilled readers. Journal of Experimental Child Psychology. Autonomy is indicated by the interference that the distracting print causes to the picture or color naming. We describe how these elements might fit together to produce good comprehension. The development of automatic word recognition and reading skill. The purpose was to study use of repeated reading's structured, systematic, oral reading intervention while also seeking to further analyze LaBerge and Samuels' "Theory of Automaticity", Descriptors: Mixed Methods Research, Grade 8, Special Education, Reading Instruction, Redgrave, Crystal J. The Stroop task directly taxes the autonomy component in early reading by requiring participants to name a primary stimulus (color or picture) while ignoring a printed word (e.g., naming the picture of a desk with the word cat written on it, or naming the ink color blue for the word red printed in blue ink). For example, in some views, this buildup to automatic processing is seen as slow and laborious, occurring over hundreds of decoding attempts (Schneider, Dumais, & Shiffrin, 1984), whereas in others automaticity can develop after correctly recognizing a word only once or twice (Logan, 1997; Logan & Klapp, 1991). Follow-up Bonferroni tests, adjusting alpha by the number of contrasts (.05/4 = .013), indicated that compared to the letter-string controls, non-words, High-GPC + Low-Rime words, and High-GPC + High-Rime words interfered significantly with picture-naming time, but not Low-GPC + High-Rime words. We had supposed that including timed orthographic tasks might provide us with evidence that orthographic knowledge is related to other reading fluency skills. However, findings also point to the diminishing role that automaticity plays in reading comprehension as children get older. Thus, the development of autonomous reading early in the process of learning to read is to be expected as sublexical patterns become learned and have begun to be practiced. WOLF M, BALLY H, MORRIS R. Automaticity, retrieval processes, and reading: A longitudinal study in average and impaired readers. A grapheme is a single letter (e.g., t-) or letter cluster (sh-) that gets mapped on to a single phoneme or sound. MELANIE R. KUHN, Rutgers University, New Brunswick, New Jersey, USA. The WIAT Reading Comprehension test was chosen for its consistency with what many teachers consider a key indicator of reading comprehension (i.e., the child can answer questions about the text; Byers, 1998; Richardson, Anders, Tidwell, & Lloyd, 1991), while avoiding the presence of false test floors that include items outside of the domain of reading comprehension (e.g., single-word decoding only, letter recognition) that are sometimes found in standardized reading comprehension tests for early elementary school. LYON GR. He can be contacted at the Department of Psychology, Georgia State University, PO Box 5010, Atlanta, GA 30302-5010, USA, ude.usg@sirromnibor. The Perceptual learning, Automatic attending, and a general theory. Finally, the actual use of orthographic information during reading may be partly attributable to task features that encourage or discourage the use of orthographic information (Martensen, Dijkstra, & Maris, 2005). How quickly automaticity develops depends on the underlying mechanisms and how they may work. On a cautionary note, however, the sample sizes that we had available to us were somewhat smaller than ideal. Solid lines represent significant paths; dashed lines nonsignificant paths. However, at all grades, this relationship was nonsignificant (all p > .10). There were 6 practice and 60 experimental stimuli. Autonomous reading interference was a significant predictor of reading comprehension in first grade, t(31) = 2.33, p < .05, but not in second or third grades, both p > .10. Rutgers University, New Brunswick, New Jersey, USA. In later elementary school, as children become better able to inhibit distractions, the level of interference is decreased (Pritchard & Neumann, 2004; Tipper, Bourque, Anderson, & Brehaut, 1989). Second, we assessed childrens speed of processing for a potentially wider range of word types by presenting them with a mixed variety of words in a timed computerized single-wordnaming task. STANOVICH KE. Despite the popularity of this automaticity account of the development of reading skill, model building to assess how these aspects of automaticity in early reading operate together is rare. GAYAN J, OLSON RK. We used several indicators for lack of model fit recommended by Kline (2005) and Schumacker and Lomax (1996). Guided by LaBerge and Samuels's theory of automatic information processing in reading, the purpose of the study was to, Descriptors: Reading Instruction, Intervention, Disabilities, Reading Achievement, Taguchi, Etsuo; Gorsuch, Greta; Takayasu-Maass, Miyoko; Snipp, Kirsten Reading in a Foreign Language, 2012, Reading fluency has attracted the attention of reading researchers and educators since the early 1970s and has become a priority issue in English as a first language (L1) settings. We thank Samantha Johnson, Caroline Groff, Franklin Turner, Ann Marie Hamilton, Barbara Bradley, Matthew Quirk, and Deborah Woo for assisting in the collection of data. The items were selected from ones used by Cassar and Treiman such that there were 8 practice and 22 experimental items. Semantically difficult words (words rated low in imageability; Laing & Hulme, 1999; Nation & Snowling; Schwanenflugel & Akin, 1994; or rated context availability; McFalls, Schwanenflugel, & Stahl, 1996; Schwanenflugel & Noyes, 1996) are read more slowly and inaccurately than semantically easy words in young readers. She can be contacted at the Department of Educational Psychology and Instructional Technology, 325R Aderhold Hall, University of Georgia, Athens, GA 30602, USA, ude.agu@nawhcsp. Thus, it is uncertain whether the extent to which young readers experience Stroop interference, for example, is relative to their reading fluency or to improved comprehension. The same was true for second grade, 2 (100) = 326.70, p < .001; RMSEA = .17; GFI = .66; TLI = .61; and for third grade, 2 (100) = 276.69, p < .001; RMSEA = .14; GFI = .70; TLI = .57. Still, it would be important to replicate these findings by using a broader range of comprehension measures than was present in the current study. 'What is literature?' EHRI LC. Converging evidence for the concept of orthographic processing. Previous research has found that students may often differ in their ability to fluently read narrative and informational text. Compared with younger children, third-grade children pronounced sight words and nonwords at a faster rate on the TOWRE, read text passages at a faster rate on the GORT3, and read single words more quickly and accurately. We defined our interest in reading fluency to be those aspects of reading that relate to better and worse comprehension. This model would state that reading fluency is a rather general trait of skilled readers and that, at least for young readers building fluency, it is a general trait that predicts comprehension. cognitive psychology 6, 293-323 (1974) toward a theory of automatic information processing in reading1 david laberge and s. jay samuels university of minnesota a model of information processing in reading is described in which visual information is transformed through a series of processing stages involving visual, phonological and episodic Further, the texts that children read increase in complexity as they proceed in school. HHS Vulnerability Disclosure, Help Most children continue to develop increased fluency in recognizing new words throughout third grade (as our data indicate). These tasks were all presented on a Dell Inspiron 8000 lap-top computer using E-Prime experiment software (from Psychology Software Tools, Version 5.0; Schneider, Eschman, & Zuccolotto, 2001), which was connected to a serial response box (Psychology Software Tools, Model # 200A). To ensure that there were observations from each condition, items were presented in a fixed order randomized within blocks of four trials, randomly ordering condition within each block. By third grade, the reduced resources that word reading in general now takes allow them to use these resources in the Stroop task to inhibit the task features that distract them. As noted earlier, the mediating quality of text reading is said to emerge from the special features of text reading not available from fluent word reading alone. For this, we assessed childrens comprehension using the reading comprehension subtest of the Wechsler Individual Achievement Test (WIAT). Then, all mechanical errors (as defined above) and their corresponding RTs were eliminated from the data. Assessment of rapid object naming involves measuring how rapidly a child can carry out rapid naming of series of pictures. Individual difference and text difficulty determinants of reading fluency and expressiveness. Behavior Research Methods, Instrumentation, & Computers. Children were given pairs of nonword letter strings having consonant or vowel doublets (e.g., holl versus hhol, stee versus staa) and asked to pick the item that looks more like a word should look. For each trial, a fixation point appeared for one second and was followed by the letter-string pair. Thus, if anything, our findings support the importance of carrying out fluency-oriented instruction alongside comprehension instruction. This is generally not the preferred fit index for various reasons and needs to be supplemented with other indicators of fit. However, the LaBerge and Samuels model has had little to say about, Descriptors: Decoding (Reading), Theories, Models, Comparative Analysis, Schrauben, Julie E. Reading Psychology, 2010, LaBerge and Samuels' (1974) theory of automatic information processing in reading offers a model that explains how and where the processing of information occurs and the degree to which processing of information occurs. Performance of elementary grade African-American students on the Gray Oral Reading Tests. CASTEEL MA. Thus, this task included words ranging in semantic and orthographic difficulty. The https:// ensures that you are connecting to the Notes. The current study found no evidence for this mediating role of text-reading fluency. As noted in Table 4 and Figures 3a, 3b, and 3c, for all grades there was a significant path between reading fluency and reading comprehension (p < .05) indicating that, as children become fluent readers, they also comprehend what they read better. However, some research suggests that the full understanding of syntax is still under development during the age ranges we tested here (Traxler, 2002; Willows & Ryan, 1986). Some early findings imply that not only are words processed autonomously but also letter units may be (Guttentag & Haith, 1978). For these, fits > .90 are considered acceptable and > .95 a good fit. official website and that any information you provide is encrypted He received the 1985 National Reading Conference Award for Distinguished Research. STANDARDIZED PATH WEIGHTS, STANDARD ERRORS, AND T-VALUES FOR THE TEXT READING AS MEDIATOR MODEL. 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