Unpacking the Unique Relationship between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance

Autor/inn/en	Edwards, Ashley A.; Steacy, Laura M.; Siegelman, Noam; Rigobon, Valeria M.; Kearns, Devin M.; Rueckl, Jay G.; Compton, Donald L.
Titel	Unpacking the Unique Relationship between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance
Quelle	In: Journal of Educational Psychology, 114 (2022) 6, S.1242-1256 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Edwards, Ashley A.) ORCID (Steacy, Laura M.) ORCID (Siegelman, Noam) ORCID (Rigobon, Valeria M.) ORCID (Rueckl, Jay G.) ORCID (Compton, Donald L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000696
Schlagwörter	Word Recognition; Decoding (Reading); Pronunciation; Phonemic Awareness; Alphabets; Vocabulary Development; Phonology; Predictor Variables; Orthographic Symbols; Elementary School Students; Primary Education; Beginning Reading; Reading Tests; Achievement Tests; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Worterkennung; Dekodierung; Aussprache; Buchstabenschrift; Wortschatzarbeit; Fonologie; Prädiktor; Primarbereich; Erstleseunterricht; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Set for variability (SfV) is an oral language task that requires an individual to disambiguate the mismatch between the decoded form of an irregular word and its actual lexical pronunciation. For example, in the task, the word wasp is pronounced to rhyme with clasp (i.e. /waesp/), and the individual must recognize the actual pronunciation of the word to be /w[alpha]sp/. SfV has been shown to be a significant predictor of both item-specific and general word reading variance above and beyond that associated with phonemic awareness skill, letter-sound knowledge, and vocabulary skill. However, very little is known about the child characteristics and word features that affect SfV item performance. In this study, we explored whether word features and child characteristics that involve phonology only are adequate to explain item-level variance in SfV performance or whether including predictors that involve the connection between phonology and orthography explains additional variance. To accomplish this, we administered the SfV task (N = 75 items) to a sample of grade 2-5 children (N = 489), along with a battery of reading, reading related, and language measures. Results suggest that variance in SfV performance is uniquely accounted for by measures tapping phonological skill along with those capturing knowledge of phonology to orthography associations, but more so in children with better decoding skill. Additionally, word reading skill was found to moderate the influence of other predictors suggesting that how the task is approached may be impacted by word reading and decoding ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01