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Tesis sobre el tema "Reading Word recognition"

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Publicado: 4 de junio de 2021
Última modificación: 8 de febrero de 2022

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1

Chen, Yiping. "Word recognition and reading in Chinese". Thesis, University of Oxford, 1993. http://ora.ox.ac.uk/objects/uuid:8f034ff4-f07c-459b-95f7-4b0a72e07c45.

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Finally, the present thesis develops an analytic account of word recognition and reading in Chinese. Implications are drawn for both experimental studies of normal reading and neuropsychological studies of dyslexia in Chinese.
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2

Almabruk, Abubaker A. A. "Word recognition and reading in Arabic". Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/27643.

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The thesis reports six experiments investigating word recognition and reading in Arabic. Experiment 1 looked at the word superiority effect in Arabic word recognition using brief presentations of stimuli (five-letter real words, pseudo-words, non-words, and inverted real words) in a Reicher-Wheeler task. The results of this experiment showed advantages for the recognition of words over pseudo-words and illegal non-words, and for pseudo-words over illegal non-words. Experiment 2 was a follow-up experiment that also examined the word superiority effect in Arabic by using the lexical decision task. In this experiment, participants viewed briefly presented real words and legal non-words, with the results showing that Arabic real words were recognised quicker and more accurately than non-words. Experiment 3 investigated the landing position effects for three, five, and seven letter words in Arabic using eye movements while reading. The results showed that the preferred viewing location (PVL) is at the right of centre of words in Arabic, similar to that for Hebrew. Experiment 4 re-examined the optimal viewing position in Arabic word recognition using five-letter Arabic words and non-words in a lexical decision task. The results showed that participants recognised words most quickly and most accurately when fixating inter-letter locations at the middle of words, indicating that the OVP for Arabic word recognition is at a word’s centre. Experiment 5 used the Reicher-Wheeler task and Experiment 6 used the lexical decision task to re-examine the claim that an anatomical division in the human fovea has consequences for word recognition. The findings revealed the superiority of the right visual field for words displayed outside the foveal and no asymmetries for words displayed within foveal vision. Thus far the research has made an important advance on our understanding of processes involved in Arabic word recognition by revealing that word superiority and pseudo-word superiority effects similar to those reported in Latinate languages are also observed in Arabic, and that the OVP effect in Arabic differs from that found in English. The reading results indicate that, similar to other languages, parafoveal word length information is used to guide saccade targeting in Arabic.
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3

Sibley, Daragh E. "Large scale modeling of single word reading and recognition". Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3254.

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Thesis (Ph.D.)--George Mason University, 2008.
Title from PDF t.p. (viewed Oct. 15, 2008). Thesis director: Christopher T. Kello. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Vita: p. 95. Includes bibliographical references (p. 82-94). Also available in print.
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4

Hinton, Jane. "Neighbourhood effects during visual word recognition". Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363914.

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5

Chernecki, Donna (Donna Rae) Carleton University Dissertation Psychology. "Disrupting holistic word recognition; evidence for word-specific visual patterns". Ottawa, 1992.

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6

Chen, Wen-Tsong. "Word level training of handwritten word recognition systems /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974612.

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7

Havelka, Jelena. "Phonological and visual factors in visual word recognition". Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324326.

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8

Jacobson, Christer. "Reading development and reading disability analyses of eye-movements and word recognition /". Stockholm : Lund : Almqvist & Wiksell ; University of Lund, 1998. http://catalog.hathitrust.org/api/volumes/oclc/39314893.html.

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9

Matchim, Joan Oldford. "The effects of contextual cues and word frequency on word recognition /". The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919113531.

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10

Hazamy, Audrey A. "The influence of pictures on word recognition". Click here to access thesis, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/audrey_a_hazamy/Hazamy_Audrey_A_200901_MS.pdf.

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Thesis (M.S.)--Georgia Southern University, 2009.
"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Lawrence Locker. ETD. Includes bibliographical references (p. 40-44) and appendices.
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11

McRae, Ken 1962. "The locus of word frequency effects /". Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=64083.

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12

Merrills, J. D. "The word recognition skills of profoundly, prelingually deaf children". Thesis, University of Nottingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233691.

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13

Sipala, Christine E. "Studying the development of word recognition using a pseudoword task /". View online ; access limited to URI, 2009. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3378091.

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14

Wong, Leung-wai y 王良慧. "Investigating consistency and orthographic neighbourhood density effects in Chinese character processing". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/197118.

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With about 90% of all characters in a Chinese dictionary belonging to the semantic-phonetic compound category, Chinese orthography is really more phonetic than logographic. Previous studies have shown that regularity and consistency in the phonetic radical facilitate lexical access of phonetic compound characters. These findings are in line with the literature on lexical access of alphabetic languages, suggesting that phonology plays a common role in the process of visual word recognition across orthographies. The contradictory orthographic neighbourhood density effects found in Chinese and English studies, however, challenge the universal applicability of current models of lexical access. This paper reports an empirical study which investigates regularity, consistency and orthographic neighbourhood density effects on the reading and naming of traditional Chinese phonetic compound characters based on Cantonese phonology. Results showed that by manipulating regularity and consistency at the body rime level, a facilitatory orthographic neighbourhood density effect could be found in lexical decision but not naming. The implication is that regularity and consistency at the level of rime (in addition to the syllable level) is functional in Chinese reading. It also suggests that the body rime might have a general role in lexical access across languages. These findings are interpreted within the connectionist and dual-route models of lexical access.
published_or_final_version
Linguistics
Master
Master of Philosophy
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15

Becker, Evelyn Z. "Using predictable books with a nonreader : cognitive and affective effects /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249671596.

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16

Eiter, Brianna M. "Disappearing effects of transitional probability on visual word recognition during reading". Diss., Online access via UMI:, 2005.

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17

Niefind, Florian. "Brain-electric correlates of visual word recognition under natural reading conditions". Doctoral thesis, Humboldt-Universität zu Berlin, Lebenswissenschaftliche Fakultät, 2016. http://dx.doi.org/10.18452/17494.

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Diese vorliegende Dissertation nutzt Koregistrierung von EEG und Eye-Tracking um neuronale Korrelate der Wortverarbeitung beim natürlichen Lesen zu untersuchen. EKP-Forschung hat unser Verständnis der Wortverarbeitung stark geprägt. Jedoch wird Lesen in EKP-Experimenten üblicherweise im unnatürlichen RSVP Paradigma untersucht. Der Blickbewegungsforschung verdanken wir viele Erkenntnisse über die Koordination von Sprachverarbeitung und Blickbewegungsplanung, allerdings nur auf der Verhaltensebene. Drei Leseexperimente in dieser Arbeit untersuchten a) foveale und parafoveale Wortverarbeitung, b) Wortschwierigkeit in Form von Wortfrequenzeffekten und c) den Einfluss von Blickbewegungen. Ein viertes Experiment untersuchte die Generalisierbarkeit parafovealer Vorverarbeitungs-Effekte (Preview-Effekte), indem diese mit chinesischen Sätzen repliziert wurden. Die Ergebnisse zeigten einen reliablen Effekt parafovealer Vorverarbeitung auf neuronale Korrelate der fovealen Worterkennung in Form eines frühen Effekts auf der N1 Komponente. Interaktionen zwischen dem Preview-Effekt und Wortfrequenz zeigten Wechselwirkungen der Verarbeitung aufeinanderfolgender Worte im fovealen und parafovealen Blickfeld. Preview-Effekte waren schwächer nach Worten mit niedriger Frequenz, was zeigt, wie komplexe foveale Wortverarbeitung Resourcen für parafoveale Information bindet. Andererseits beeinflusste parafoveale Verarbeitung auch die foveale Verarbeitung: Erstens durch den oben beschriebenen Preview-Effekt, zweitens durch eine Verlangsamung der Wortverarbeitungsrate nach schweren Vorschaubedingungen. Außerdem zeigten sich foveale Wortfrequenzeffekte früher nach valider parafovealer Wortvorschau. Der Preview-Effekt war stärker, wenn Blickbewegungen ausgeführt werden mussten. Der Grund hierfür sind verdeckte Aufmerksamkeitsverschiebungen vor einer Sakkade. (EKP-)Forschung zur visuellen Wortverarbeitung sollte zukünftig Blickbewegungen und parafoveale Vorverarbeitung berücksichtigen.
The current dissertation uses co-registration of EEG with eye tracking to study the brain-electric correlates of word processing under natural reading circumstances. ERP research has advanced our understanding of the neuronal mechanisms of word processing greatly but traditionally used the RSVP paradigm that is not ecologically valid. Eye tracking research has greatly advanced our understanding of the coordination of linguistic processing with eye movement execution but provides only indirect insight into the actual brain processes during reading. Three reading experiments were conducted to study a) foveal and parafoveal processing, b) word processing in the form of frequency effects, and c) the impact of eye movement planning and execution on a neuronal as well as behavioral level. A fourth experiment tested the generalizability of the preview effects by replicating preview effects in Chinese sentence reading. Results show a robust effect of parafoveal preview on brain-electric correlates of foveal word recognition in the form of an early effect on the N1 component. The preview effect interacted with word frequency in different ways, revealing interactions between the processing of subsequent words in parafoveal and foveal vision. Preview effects were smaller after low frequency words, showing that parafoveal processing is reduced if foveal processing is complex. Also, parafoveal processing also affected foveal processing: Firstly, by providing preview benefit as described above and secondly, by slowing processing rates after a difficult preview (delayed POF effects). Lastly, foveal word frequency effects were found earlier if valid parafoveal preview had been provided. Preview effects were much stronger if eye movements had to be executed, which is most likely due to pre-saccadic attention shifts. Results show the shortcomings of traditional ERP studies and suggest that research on visual word recognition needs to consider eye movements and parafoveal processing.
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18

Busstra, Amanda. "A reading-level investigation of the self-teaching hypothesis : rapid orthographic learning within silent story reading /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19756.pdf.

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19

Alsdorf, Barbara Janet. "The relationship between word finding and component reading skills in developing readers /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7850.

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20

Aouad, Julie. "The component structure of pre-literacy skills : further evidence for the simple view of reading and an exploration of links to parent literacy practices". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116003.

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The Simple View of Reading (SVR; Gough & Tunmer, 1986) provides a conceptual framework for describing the processes involved when readers comprehend text and strong evidence for the SVR comes from factor analytic studies showing dissociation between decoding and comprehension skills. The aim of the present study was to investigate if pre-decoding and comprehension components exist in Canadian English-speaking pre-readers (n = 36) with the use of Principal Components Analysis and to create a parent literacy questionnaire that contains parent literacy practices that may predict children's pre-decoding and comprehension skills. All children were administered a battery of pre-reading measures and parents completed a literacy survey. Principal Components Analysis demonstrated that listening comprehension and pre-decoding measures loaded as distinct components. The findings provide support for the SVR framework. No clear patterns were identified between parent literacy practices and children's pre-reading skills. Further work is needed with a larger and more representative sample.
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21

Duggan, Mauna Sue Witte James E. "A critical examination of the effects of colored paper on the academic achievement of fourth graders in reading comprehension and vocabulary". Auburn, Ala., 2009. http://hdl.handle.net/10415/1622.

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22

Jared, Debra J. (Debra Jean). "The use of phonological information in skilled silent reading /". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74668.

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Six experiments were conducted to address the role of phonological information in visual word recognition. A semantic decision task was used to ensure that word meanings were accessed. Experiments 1-4 showed that subjects make more false positive errors on homophone foils (e.g. living thing-FLEE) than on spelling controls (e.g. living thing-FLEX) only when both members of the homophone pair are uncommon and are similarly spelled. In Experiment 5, there was an increase in errors on low but not high frequency homophone category exemplars when they were preceded by a word related to the other member of the homophone pair (e.g. SHATTER-BRAKE). In Experiment 6, subjects produced longer decision latencies on homophone exemplars than on semantic controls only when they were low in frequency. These results indicate that, even in skilled readers, phonological information mediates the access of meaning for low frequency words, and that orthographic activation also contributes to the activation of their meanings.
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23

Vincent, Erin Ann. "Effects of repeated reading and sequential reading on flunecy and word acquistion". Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1245336955.

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24

Batt, Vivienne. "Recognising polymorphemic words". Thesis, University of Nottingham, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385207.

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25

Nutter, Michelle J. "An examination of the effects of word recognition on the oral reading fluency and reading comprehension of low performing readers in the the second grade /". view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095267.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 115-119). Also available for download via the World Wide Web; free to University of Oregon users.
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26

Elie, Stephanie Zona. "Repeated versus Sequential reading: An analysis of fluency and word retention". Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1227628657.

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27

Zare'in-Dolab, Saeed. "Learners as readers : how EFL learners comprehend a reading text under different levels of language proficiency and content familiarity". Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388040.

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28

Deibel, Megan E. "Individual Differences in Incidental Learning of Homophones During Silent Reading". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594912994777369.

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29

Nemeth-Sinclair, Susan. "The role of phonology and context in word recognition : a comparison of hearing-impaired and hearing readers". Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69597.

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The use of phonological codes in word recognition was examined in hearing and hearing-impaired readers with a semantic categorization task. The word to be categorized was either a member of the category, a homophone of the member (Homophone foil-HF) or orthographically similar to the member (Spelling control-SC). In one condition, the categorization task was presented with no context and in another it was preceded by a sentence context. Hearing readers made more errors on HFs than SCs in both conditions providing evidence for the use of phonology. However this was limited to low frequency items. Good hearing-impaired readers did not show phonological effects in either condition, while poor hearing-impaired readers showed a phonological effect in the context condition. Results are discussed in light of theoretical and practical implications.
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30

Askildson, Lance. "Phonological Bootstrapping in Word Recognition & Whole Language Reading: A Composite Pedagogy for L2 Reading Development via Concurrent Reading-Listening Protocols and the Extensive Reading Approach". Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196014.

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The present study investigated the effects of concurrent reading and listening--in the form of the Reading While Listening (RWL) technique--as a means of improving word recognition and reading comprehension among intermediate L2 readers and compared these effects to a distinct top-down reading pedagogy in the form of Extensive Reading (ER) approach, an integrated pedagogy of both RWL and ER and a Control pedagogy of silent in-class reading. Drawing upon innate acquisitional mechanisms of phonological recoding as articulated by Jorm & Share's (1983) Self-Teaching Hypothesis (STH), the present research suggested the simultaneous presentation of identical orthographic and aural input as an ideal protocol for the exploitation of such a route to fluent word recognition in reading. Drawing upon innate acquisitional mechanisms of cognitive inferencing and whole language development as proposed by Goodman (1967, 1988), Krashen (1995, 2007) and Day & Bamford (1998), the present study also proposed the ER pedagogical approach as an effective top-down mechanism for cognitive inferencing in reading and whole language development as well as a tool for addressing L2 reader affect. In order to investigate the efficacy of RWL and ER respectively, while also as an integrated composite pedagogy of both RWL and ER, the present study employed a mixed-methods quasi-experimental design incorporating longitudinal classroom treatments of RWL, ER, RWL-ER and Control reading pedagogies over five weeks and among 51 intermediate ESL readers. Univariate and multivariate statistical analyses, alongside qualitative data reduction and display, supported the respective and significant efficacy of RWL and ER reading pedagogies over Control treatments on measures of reading rate, comprehension, vocabulary and grammatical knowledge gains as well as reader affect. Moreover, the composite RWL-ER treatment group demonstrated superlative gains above all other treatment types in a manner that supports the distinct advantages of such an integrated reading pedagogy, which pairs acquisitional approaches to both bottom-up word recognition and top-down cognitive skills development in tandem. Pedagogical implications for these findings are discussed alongside limitations and area for future research.
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31

Willett, Ann Wilkinson Silvern Steven B. "The effect of text illustrations on young children's vocabulary acquisition and construction of meaning during storybook read alouds". Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/WILLETT_ANN_36.pdf.

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32

Kwok, Ching-man Emily. "The discrepancy in the studies on the change of regularity effect in Chinese characters reading across grades methodological differences? /". Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38888737.

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 29-31) Also available in print.
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33

Hand, Christopher James. "An investigation into the perceptual and cognitive factors affecting word recognition during normal reading". Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2127/.

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The present thesis examines the effects of a range of factors on the processing of written language. The present thesis principally uses eye movement recording technology while participants read short passages of text. Factors known to influence written language processing range from lower-level perceptual constraints to higher-level discourse contingencies. Examples of lower-level to higher-level variables are, respectively, intraword orthographic constraints, such as word-initial letter constraint (WILC) – how many other words share the same three initial letters of a given word; lexical level word frequency – how often a word occurs in written language; and extraword contextual predictability – how likely a word is to occur given the discourse up to the position of the word in the passage. The present thesis not only investigates the main effects of these factors, but also studies the simultaneous effects that these factors have on written language processing. Information acquired from the right of current fixation location – parafoveal preview – is essential for reading to proceed at a normal rate. Preview is typically studied using gaze-contingent display change paradigms – non-foveal text is obscured or manipulated, and effects on eye movement behaviour recorded. The present thesis studies an additional method of measuring the effects of preview, without manipulating the text displayed: launch distance – how far readers’ prior fixation is from a given word, before foveal processing of that word. Visual acuity diminishes as retinal eccentricity increases. The present thesis examines the how the effects of the above factors, and any interactions between them, are modulated by launch distance. Standard effects of frequency and predictability were found across all studies. Lower-frequency words (LF) were processed with greater difficulty than higher-frequency words (HF); low-predictability words (LP) were processed with greater difficulty than (HP) words. Consistent with prior research (Rayner, Ashby, Pollatsek, Reichle, 2004), Experiment 1 found additive effects of frequency and predictability on eye movement behaviour. However, further investigation revealed that when preview was highest (i.e., Near launch distances), frequency and predictability exerted an interactive effect. Experiment 2a further investigated the simultaneous effects of frequency and predictability, addressing methodological concerns about Experiment 1. Principally, that HP contexts in Experiment 1 were medium-predictability (MP), potentially obscuring any interaction, as the acquisition of parafoveal information is influenced by the frequency and predictability of the parafoveal word. Comparing very low-predictability (VLP) items to very high-predictability (VHP) items, the interactive pattern of effects observed in the Near launch distance condition of Experiment 1 was replicated in the global analyses of Experiment 2a. In Experiment 2b, comparisons of HF and LF words in VLP and specifically-designed MP items yielded an additive pattern of effects, consistent with Experiment 1. Furthermore, conditionalised analyses of these items by launch distance showed an interactive pattern of effects, but only at Near launch distances. Conditionalised analyses of HF and LF words in VLP and VHP materials from Experiment 2a revealed an interactive pattern of frequency and predictability effects at both Near and Middle launch distances. It is argued that frequency and predictability can interact under two distinct conditions, but both manners are dependent on preview. When HF and LF words are presented in MP contexts, a high level of preview must be provided by a Near launch distance for an interaction to be observed; when HF and LF words are presented in VHP contexts, sufficient information can be extracted at further launch distances, generating an interactive pattern of effects in global analyses. Experiment 3 examines whether fixation durations are inflated prior to skipping a word in text. An overall non-significant effect of word skipping on prior fixation durations was observed. However, this result was somewhat misleading – inflated fixation durations prior to skipping were observed, but only when to-be-skipped words were either HF or HP; indeed, the largest mean inflation prior to skipping was observed when the to-be-skipped word was both HF and HP. These results suggest that when readers are able to extract most information about parafoveal words (e.g., when those words are HF or HP), fixation durations prior to skipping these words are inflated. It is tentatively suggested that these effects reflect a longer accumulation of information from parafoveal to-be-skipped word. These effects are consistent with models of eye movement control permitting parallel processing of written information, as opposed to a strictly serial approach. Experiments 4a and 4b tested the effects of WILC. Experiment 4a employed a lexical decision task, examining the separate and combined effects of WILC and frequency. LF words were responded to less quickly than HF words. Words with low WILC (LC words; e.g., “clown” shares its initial trigram “clo” with many words) were processed more quickly than words with high WILC (HC words; e.g., “dwarf” shares its initial trigram “dwa” with few words). It is suggested that LC words in a lexical decision task are responded to quickly as their initial trigram is shared by a large number of viable words, facilitating a “word” response. The initial trigrams of HC words are not shared by many other words, potentially hindering a “word” response. Experiment 4b re-tests the role of WILC on eye movement behaviour during reading, based on an earlier study by Lima and Inhoff (1985). Unlike Lima and Inhoff’s study, the frequency and predictability (known to influence the extraction of parafoveal information) of LC and HC target words was also manipulated. In contrast to the findings of Lima and Inhoff (but, consistent with their original prediction), HC words were found to exhibit a processing advantage over LC words in measures of eye movement behaviour reflecting early, lexical processing. Further analyses based on launch distances from, and landing positions within target words suggested that the pattern of effects observed may be due to the accumulation of WILC information from the parafovea. The present thesis finds that word frequency and contextual predictability can yield interactive effects on processing, but that any possible interaction is dependent on acquisition of parafoveal information. Evidence of inflated fixation durations prior to word skipping were observed, but these effects are modulated by the characteristics of the parafoveal to-be-skipped word. Initial letters of words have a substantial effect on processing, but this effect is task-dependent. In lexical decision, activation of “wordness” is advantageous, and LC words exhibit an advantage over HC words. In natural reading, information is available from sentential context and the parafovea, and HC words carry an advantage over LC words. The present thesis argues for the use of launch distance as a metric for measuring preview benefit, albeit in a necessarily post-hoc fashion. Reliable effects of launch distance were found across all experiments where it was examined as a factor – eventual fixation time on a word increases as the distance of prior fixation from beginning of that word increases. Launch distance was also shown to influence the effects of a range of factors which influence written language processing, and the interactions between these variables.
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34

Matsuo, Tohru. "THE ROLES OF LEXICAL SIZE, DEPTH, AND AUTOMATICITY OF WORD RECOGNITION ON READING COMPREHENSION". Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/438201.

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Teaching & Learning
Ed.D.
This study is a cross-sectional investigation into the relationship among Japanese EFL learners’ vocabulary size, two aspects of depth of vocabulary knowledge, polysemy and collocational knowledge, and automaticity of word recognition specified as orthographic decoding speed and lexical meaning access speed, and the roles these aspects of lexical knowledge play in general academic reading comprehension as well as in each of five Reading Comprehension item types—Main Idea, Stated Details, Paraphrased Details, Guessing Vocabulary from Context, and Making Inferences. The participants (N = 166) were first- and second-year, non-English majors at a four-year, co-educational university in western Japan. The participants were gathered from seven intact classes, where they focused on developing reading skills for TOEIC. Data were obtained from six major instruments: the Reading Comprehension Test, the Vocabulary Size Measure, the Revised Word Associates Polysemy Test, the Revised Word Associates Collocation Test, the Lexical Decision Task, and the Antonym Semantic Decision Task. The first four tests were administered with pencil and paper over two months, and the latter two tests were administered during the summer vacation with individual participants using computer software that produced reaction time data. Before conducting the quantitative analyses, the paper and pencil based tests were analyzed using the Rasch dichotomous model to examine the validity and reliability of the instruments and to transform the raw scores into equal interval Rasch measures. Pearson correlation coefficients were calculated to investigate how these aspects of lexical knowledge were related, and hierarchical multiple regression analysis was conducted to determine to what extent these aspects of lexical knowledge contributed to the prediction of general reading comprehension as well as each of the five reading comprehension item types. In addition, using the percentage of correct answers, 12 anchor words across three lexical knowledge tests, the Vocabulary Size Measure, the Revised Word Associates Polysemy Test, and the Revised Word Associates Collocation, were analyzed to examine the possible presence of a hierarchical acquisitional pattern for the three aspects of lexical knowledge. The results showed strong correlations among the Vocabulary Size Measure, the Revised Word Associates Polysemy Test, and the Revised Word Associates Collocation Test, which suggested that vocabulary size and depth of vocabulary knowledge are closely related. This indicated that the more learners expand their written receptive vocabulary, the more likely they are to learn about various aspects of those words, such as their common collocation. On the contrary, none of the three lexical knowledge tests correlated significantly with the Lexical Decision Task and the Antonym Semantic Decision Task, which suggested that increases in vocabulary size and depth of lexical knowledge were not accompanied by the development of faster recognition of orthographic form or faster access to word meaning. Hence, this result implied that developing greater speed of lexical access lags behind increases in overall vocabulary size. Furthermore, the micro-analysis of 12 anchor words indicated that item dependency and considerable individual variation for each anchor word was present for the three aspects of lexical knowledge. The results also indicated that both vocabulary size and depth of lexical knowledge play significant roles in academic reading comprehension. Moreover, the two aspects of depth of vocabulary, polysemy and collocational knowledge, made unique contributions to the prediction of academic reading comprehension, which suggested that as learners’ vocabulary size approaches 3,000 words families, depth of lexical knowledge becomes increasingly important for academic reading comprehension. In a similar vein, the strong correlations among Guessing Vocabulary from Context item type, vocabulary size, and the two aspects of depth of vocabulary knowledge suggested that successful lexical guessing requires both a reasonably large vocabulary size and depth of lexical knowledge. That is, learners need to know the primary meaning of words, secondary meanings, and how the words relate to other words if they are to successfully guess the meaning of unknown words. The results also indicated that word recognition, specified as orthographic processing speed and lexical meaning access, did not uniquely contribute to the prediction of academic reading comprehension nor to the prediction of most of the five Reading Comprehension item types for the relatively low English proficiency participants in this study. Only orthographic processing speed predicted 5% of the variance in the Reading Comprehension Paraphrased Details item type; however, a plausible explanation for this finding is that it was caused by the difficulty of this item type. This finding is reasonable, as verbal efficiency theory (Perfetti, 1985) states that as lower-level processes are automatized, cognitive capacity is freed up. A possible explanation for the other insignificant results between the two reaction times tests and the other four Reading Comprehension item types is that the participants were under no pressure to complete the reading comprehension measure quickly, as it was an unspeeded test. Another plausible reason is that the participants’ L2 lexical proficiency was relatively low; therefore, they have not yet developed word recognition fluency. Finally, the results showed that the Reading Comprehension Main Idea item type and Paraphrased Details item type are more closely related to depth of vocabulary knowledge than to vocabulary size.
Temple University--Theses
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35

Hamdan, Nadiah A. H. Al. "Hemispheric asymmetries and attention in English and Arabic readers". Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284051.

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36

Abraham, Ashley N. Dr. "Individual differences in lexical context effects during word recognition". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1605262896060915.

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37

Larsen, Jennifer A. "Morphological analysis in youth : dynamic assessment of a word-learning stratgey [sic] /". view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072595.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 122-127). Also available for download via the World Wide Web; free to University of Oregon users.
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38

Walker, Nancy Watkins. "Word study: An interactive approach to word solving". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1630.

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39

Williams, Cathy Harris Brabham Edna R. "Effect of independent reading on fourth graders' vocabulary, fluency, and comprehension". Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Curriculum_and_Teaching/Dissertation/Williams_Cathy_38.pdf.

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40

Rhone, Brock William. "Using lexical knowledge and parafoveal information for the recognition of common words and suffixes". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26520.

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Research over the past decade into the psychophysics of reading has demonstrated that information extracted from text falling on the parafoveal and peripheral regions of the retina is used by the human visual system to significantly increase reading speed. Recent results provide evidence that knowledge of word frequency is brought to bear in processing parafoveal data. There is other psychological evidence indicating the type of large-scale features used by the visual system to recognize isolated characters in parafoveal vision. This thesis describes the design and implementation of a system able to recognize the most commonly occurring english words and suffixes from parafoveally available information by employing knowledge of their letter sequences and of large-scale features of lower-case characters. The Marr-Hildreth theory of edge detection provides a description of the information computed by the earliest stages of visual processing from parafoveal words. Large-scale features extracted from this description, while relatively invariant with respect to noise and font changes, are insufficient to uniquely identify most characters but are used to place each into one of several classes of similar characters. The sequence of these 'confusion classes' is found to place a strong constraint on word identity—of the 1000 most common words comprising the system's vocabulary, representing 70% of the volume of the Brown Corpus of printed English, 92% have mutually unique confusion class sequences. Word recognition is achieved by using the confusion class sequence as a key into the vocabulary, retrieving the word or words having the same sequence. Suffixes are recognized in a similar way. Results are presented demonstrating the system's ability to identify words and suffixes in text images over a range of simulated parafoveal eccentricities and in two different fonts, one with serifs and one without. Smoothing by the Marr-Hildreth operator, the simplicity and scale of the features, the size of the character classes, and the context provided by the character sequence give the system a degree of robustness.
Science, Faculty of
Computer Science, Department of
Graduate
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41

Abraham, Ashley N. "Word Recognition in High and Low Skill Spellers: Context effects on Lexical Ambiguity Resolution". Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1493035902158255.

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42

Schmidgall, Melissa Ann. "The effects of three instructional approaches on student word reading performance". Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118241351.

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43

Jared, Debra J. (Debra Jean). "The processing of multisyllabic words : effects of phonological regularity, syllabic structure and frequency". Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63367.

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44

Brooks, Resia Thornton Murray Bruce A. "Becoming acquainted with the faces of words fostering vocabulary development in kindergarten students through storybook readings /". Auburn, Ala., 2006. http://hdl.handle.net/10415/1293.

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45

Goff, Deborah y debannegoff@yahoo co uk. "The relationship between children's reading comprehension, word reading, language skills and memory in a normal sample". La Trobe University. School of Psychological Science, 2004. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20060626.103641.

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The current study aimed to develop a model of reading comprehension for children in middle primary school. As part of this overall aim there was a particular focus on the contribution of different types of memory to reading comprehension. The variables selected for consideration were identified from the child and adult literature and were of three types: word reading, language, and memory. The sample comprised 180 primary school children in grades 3-5 recruited from two primary schools. Their ages ranged from 8 years 7 months to 11 years 11 months. The reading comprehension measure was in a multiple-choice format with the text available when answering the questions. The five word reading measures were phonological recoding, orthographic processing, text reading accuracy, text reading speed, and a measure of exposure to print and reading experience. It is recognised that, although exposure to print is closely associated with word reading skills, it is not a direct measure of word reading. The language measures were oral comprehension, receptive vocabulary and receptive grammatical skills. The memory measures included measures of verbal and visuospatial short-term memory, measures of verbal and visuospatial working memory, a measure of the ability to inhibit irrelevant information from working memory and a measure of longer term verbal learning and retrieval. Correlational and hierachical multiple regression analyses were used to extrapolate the relationships between and among these variables. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language variables had a much stronger relationship with reading comprehension than the memory variables. The strongest independent predictors of reading comprehension were orthographic processing and oral comprehension. An additive combination of these two variables provided a more parsimonious model of reading comprehension than other models under consideration. It was concluded that for the age range in this study, language and word reading skills are the main predictors of reading comprehension and that the different types of memory do not make major contributions to reading comprehension.
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46

Wong, Wai-man Vivian. "The role of phonological consistency and family size of phonetic radicals in reading Chinese characters in school-aged children in Hong Kong". Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38890926.

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 29-30) Also available in print.
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47

Chen, Yan-Chen y 陳嬿臣. "The Effects of Word Recognition Strategies Instruction Word Recognition and Reading Fluency of Second Grade Students". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/46664257359542451735.

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碩士
國立臺南大學
教育學系課程與教學教學碩士班
103
The purpose of study was to investigate the effects of word recognition strategies instruction on second graders’ word recognition and reading fluency. A non-equivalent quasi experimental design was adopted. Two classes of second grade students from Tainan City were used as samples. The experimental group used word recognition strategies instruction in reading class, while the control group read by themselves. The experiment period lasted ten weeks. The word recognition ability test and the reading fluency test and working sheet were used as instruments to collect data. ANCOVA was used to analyze the data. Results were indicated as follows: 1.Word recognition strategies instruction could promote the quantity of word recognition of the experimental group students. 2.Word recognition strategies instruction could not promote the reading fluency of the experimental group students. Based upon the results, suggestions and implications for teaching and future studies were generated by the researcher.
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48

Lin, Chying-Ying y 林青瑩. "The Effects of Fingerpoint-Reading on Word Recognition and Reading Fluency of Preschoolers". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/81173362354244060825.

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碩士
國立臺北護理健康大學
嬰幼兒保育研究所
103
The purpose of this study is to explore the effects of fingerpoint-reading on word recognition and reading fluency of preschoolers. The subjects were five to six years old children. The experimental group was composed of 24 pupils and given fingerpoint-reading instruction. The control group was composed of 24 pupils and given normal recitation instruction. The experimental instruction was conducted in sessions of 30 minutes each, five times a week, during a period of ten weeks. “ Target Vocabulary Assessment card” and “ Reading Fluency Assessment” were developed to access children’s word recognition and reading fluency. The results showed that: the word recognition ability of median score group, experimental group has significant effect on “sound out words”, but do not reach significant difference in low score group. The reading fluency ability of high and medium group, experimental group has significant effect on “accuracy”, but do not reach significant difference in low score group. Whether it is high, medium or low groups in the amount of “listening point to the words” and “reading rate” scores has no significantly different. The word recognition ability of listen point to the words, sound out words and reading fluency of accuracy and reading rate had significant correlation with each other.
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49

Sereno, Sara Crescentia. "Fast priming in reading :: a new eye movement paradigm". 1991. https://scholarworks.umass.edu/theses/2194.

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50

宋嘉玲. "Using Repeated Poetry Reading to Improve EFL Beginners' Reading Fluency, Word Recognition, and Confidence". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/18083331602965682265.

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碩士
國立臺灣海洋大學
應用英語研究所
98
Abstract This study examined the effects of repeated poetry reading on elementary children’s learning of English. The study also explored their attitudes towards reading in English. Participants included 43 fifth graders, all from working-class families, in northern Taiwan. All received two 40-minute English lessons a week at school. Repeated poetry reading was implemented ten minutes every morning for the experimental group as a one year fluency development program for fourteen weeks. One-minute reading and 100-word reading were used to measure participants’ oral reading fluency and word recognition, respectively. Results of paired-samples t-tests showed that repeated poetry reading significantly enhanced oral fluency and word recognition. Analyses of questionnaire data revealed that children became more confident in learning English after completing the repeated poetry reading program. No significant difference in motivation for learning English was found after this experiment. The findings suggest repeated poetry reading as a viable approach to enhancing proficiency of children of English as a foreign language.
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