Literaturnachweis - Detailanzeige
| Autor/inn/en | Saint-Aubin, Jean; Klein, Raymond M. |
|---|---|
| Titel | The Influence of Reading Skills on the Missing-Letter Effect among Elementary School Students |
| Quelle | In: Reading Research Quarterly, 43 (2008) 2, S.132-146 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0553 |
| DOI | 10.1598/RRQ.43.2.2 |
| Schlagwörter | Reading Skills; Form Classes (Languages); Elementary School Students; Achievement Tests; Models; Decoding (Reading); Comparative Analysis; Foreign Countries; Attention; Canada; Wide Range Achievement Test |
| Abstract | When skilled readers search for a target letter while reading for comprehension, they miss the target letter more often when it is embedded in high-frequency function words than in less frequent content words. The magnitude of this "missing-letter-effect" (MLE) was investigated among 180 first- to fifth-grade students as a function of their reading skills as assessed with the reading subtest of the Wide Range Achievement Test (WRAT-3). Results revealed that good readers from grades 1 to 4 showed a larger missing-letter effect than poor readers with all tested materials. In addition, the size of the missing-letter effect was correlated with reading skills even after controlling for grade level. For fifth graders, the relation between the size of the missing-letter effect and reading skills was restricted to the contrast involving the function word "the". Overall, results support the attentional-disengagement model of the missing-letter effect as well as other models of this effect and general models of reading. (Contains 2 tables and 3 figures.) (As Provided). |
| Anmerkungen | International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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