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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 16 of 16 1 A formative study of rhythm and pattern: semiotic potential of multimodal experiences for early years readers Peters, J. Beryl. - 2011 BASE Show details 2 Orthographic Learning Through Self-Teaching: Effects of Decoding Accuracy, Decoding Speed, Word Length, Morphology, and Individual Differences Callahan, Maria Deborah. - : eScholarship, University of California, 2011 BASE Show details 3 Orthographic Learning Through Self-Teaching: Effects of Decoding Accuracy, Decoding Speed, Word Length, Morphology, and Individual Differences Callahan, Maria Deborah. - : eScholarship, University of California, 2011 In: Callahan, Maria Deborah. (2011). Orthographic Learning Through Self-Teaching: Effects of Decoding Accuracy, Decoding Speed, Word Length, Morphology, and Individual Differences. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/3qj2g3qg (2011) Abstract: AbstractOrthographic Learning Through Self-Teaching: Effects of Decoding Accuracy, Decoding Speed, Word Length, Morphology, and Individual DifferencesbyMaria Deborah CallahanDoctor of Philosophy in EducationUniversity of California, BerkeleyProfessor Anne E. Cunningham, ChairThe self-teaching hypothesis (Share, 1995) posits that readers learn the orthography of new words incidentally through the process of phonological recoding. In the current study, the self-teaching hypothesis was tested by simulating everyday reading through the use of real and pseudowords, analyzing the effects of syllable length, and considering the independent contributions of general cognitive ability, including rapid naming ability and prior orthographic knowledge. A total of 94 second grade children were presented with 24 pseudoword targets over a 7-week period, each embedded 4 times within a short passage to be read aloud and independently. The targets varied by length (containing 1, 2, or 3 syllables) and by morphological legality (with real affixes or fabricated affixes). Findings indicated that the length of a word and its morphological legality significantly influenced decoding speed and accuracy. Shorter words were read faster and more accurately than longer words, although the difference in accuracy between 2- and 3-syllable words was only seen in the morphologically illegal condition. In all cases, morphologically legal words were read faster and more accurately than their morphologically illegal counterparts. A week after encountering a new pseudoword, the children were assessed for orthographic learning using two measures--an orthographic choice task and a naming task. Children demonstrated robust orthographic learning on the orthographic choice posttest for all words, regardless of word length or morphological legality, and for 2- and 3-syllable words on the naming posttest. There were no word length effects on posttest performance, however morphologically legal words resulted in more orthographic learning on the orthographic choice task than their illegal counterparts. In order to examine mediating factors that may contribute to children's orthographic learning, measures of vocabulary, prior orthographic knowledge rapid automatized naming, morphological awareness, and print exposure were administered. Children were also given tests to measure individual levels of vocabulary, prior orthographic knowledge, rapid automatized naming, morphological awareness, and print exposure. These factors, along with decoding speed, decoding accuracy, morphological legality, and word length were then analyzed for the contributions to orthographic learning using hierarchical linear and logistic regression models. Consistent with prior research, decoding accuracy and prior orthographic knowledge were the most powerful independent predictors of orthographic learning. The trajectories of decoding speed and accuracy across 4 exposures to a new word were also examined. It was observed that decoding duration time drops off dramatically after the first encounter and, intriguingly, that children tend to stay with their first pronunciation of a word, accurate or inaccurate. Keyword: Education; Fluency; Orthographic Learning; Orthography; Reading Automaticity; Self-Teaching; Word Recognition URL: http://n2t.net/ark:/13030/m5m90drw http://www.escholarship.org/uc/item/3qj2g3qg BASE Hide details 4 Orthographic Learning Through Self-Teaching: Effects of Decoding Accuracy, Decoding Speed, Word Length, Morphology, and Individual Differences Callahan, Maria Deborah. - : eScholarship, University of California, 2011 BASE Show details 5 國小一年級學童閱讀流暢表現之相關研究 ; A Correlational Study on the Oral Reading Fluency of Children in First Grade 李欣怡; Li Hsin-i. - 2011 BASE Show details 6 國小三年級學童閱讀流暢表現之相關研究 ; A Correlational Study on the Oral Reading Fluency of Children in Third Grade 黃淑怡; Huang Shu-Yi. - 2011 BASE Show details 7 國小二年級學童閱讀流暢表現之相關研究 ; A Correlational Study on the Oral Reading Fluency of Children in Second Grade 許燕妮; Hsu Yen-ni. - 2011 BASE Show details 8 The effects of presentation rate on semantic, syntactic, and orthographic processing and relationship to reading fluency in children Wolfe, Donna L.. - : East Carolina University, 2011 BASE Show details 9 The Effects of Two Interventions on the Generalization of Oral Reading Fluency: Training to Generalize versus Repeated Readings Gertz, Lynne E. In: Psychology - Dissertations (2011) BASE Show details 10 Using curriculum-based measurement of reading to inform practice and improve student achievement Sandberg Patton, Karen Louise. - : uga, 2011 BASE Show details 11 Roles of the Dorsal and Ventral Visual Streams In Fluent Reading Englund, Julia Ann In: Theses and Dissertations (2011) BASE Show details 12 Flashcard effectiveness for second graders Husman, Renee L.. - 2011 BASE Show details 13 Examining school, student, and measurement effects on first grade students' demonstration of the alphabetic principle Basaraba, Deni Lee, 1981-. - : University of Oregon, 2011 BASE Show details 14 Investigating variability in student performance on DIBELS Oral Reading Fluency third grade progress monitoring probes: Possible contributing factors Briggs, Rebecca N.. - : University of Oregon, 2011 BASE Show details 15 What differentiates a fluent reader from a non-fluent reader and how should we assess it: implications for the classroom. Alt, Shirley Jean. - 2011 BASE Show details 16 A formative study of rhythm and pattern: semiotic potential of multimodal experiences for early years readers Peters, J. Beryl. - 2011 BASE Show details

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