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Defining word identification subtype...

Bakker, Helen Elizebeth.

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Defining word identification subtypes in poor and normal readers: A cross-validation study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Defining word identification subtypes in poor and normal readers: A cross-validation study./
作者:	Bakker, Helen Elizebeth.
面頁冊數:	269 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-04, Section: A, page: 1300.
Contained By:	Dissertation Abstracts International54-04A.
標題:	Education, Reading. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9323709

Defining word identification subtypes in poor and normal readers: A cross-validation study.
Bakker, Helen Elizebeth.

Defining word identification subtypes in poor and normal readers: A cross-validation study. - 269 p.

Source: Dissertation Abstracts International, Volume: 54-04, Section: A, page: 1300.

Thesis (Ph.D.)--State University of New York at Albany, 1993.

The main purpose of this study was to evaluate: (1) the claim that developing readers differentially rely on qualitatively different word identification strategies, (2) the degree to which different approaches to word identification subtyping reliably place subjects into the same subgroups, and (3) the claim that word identification subtypes may be distinguished by underlying differences in specific cognitive abilities.Subjects--Topical Terms:

1017790
Education, Reading.

Defining word identification subtypes in poor and normal readers: A cross-validation study.
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100 1 $a Bakker, Helen Elizebeth. $3 1951256
245 1 0 $a Defining word identification subtypes in poor and normal readers: A cross-validation study.
300 $a 269 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-04, Section: A, page: 1300.
500 $a Chair: Frank R. Vellutino.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 1993.
520 $a The main purpose of this study was to evaluate: (1) the claim that developing readers differentially rely on qualitatively different word identification strategies, (2) the degree to which different approaches to word identification subtyping reliably place subjects into the same subgroups, and (3) the claim that word identification subtypes may be distinguished by underlying differences in specific cognitive abilities.
520 $a Subjects were severely impaired, moderately impaired, average and good readers, based on performance on the Gilmore Test of Oral Reading, and included second and third grade (n = 260) as well as sixth and seventh grade students (n = 164) from middle to upper middle class schools.
520 $a Measures were based on those previously used in the literature, and included regular, exception and pseudoword identification, identification of nonsense words, pronounced by analogy to either regular or exception words, and regular and exception word spelling. Subtypes were identified based on pairwise combinations of these measures, using both an absolute score method, with the mean, $\ pm $. 5 SD and $\ pm $1 SD, respectively, as a cutoff criterion, and a difference score method.
520 $a Results indicate that developing readers can be classified on the basis of differential biases toward identifying printed words. Generally, analytic and wholistic subtypes were found more often in the intermediate ranges of reading ability, while the number of (relatively) analytic processors increased with reading ability as well as with age. Restricting the cutoff greatly reduced, and eventually (with a cutoff of $\ pm $1 SD) almost eliminated all subtypes. A difference score method, conceptualizing word identification subtypes as a continuum based on relative strengths and weaknesses, seems to be a more practical and ecologically valid approach.
520 $a Concordance between different classification methods was very limited, but was greater between the different reading measures than between reading and spelling measures.
520 $a Discriminant function analyses distinguished subtypes primarily by performance on linguistic measures, rather than on visual measures. Strongest discriminators were phonemic segmentation in the younger age group and vocabulary in the older age group. Within word identification subgroups, poor and normal readers were also primarily distinguished by performance on linguistic measures.
520 $a Results weaken subtypologies that equate linguistically and visually based deficits with analytic and wholistic word identification subskills.
590 $a School code: 0668.
650 4 $a Education, Reading. $3 1017790
650 4 $a Psychology, Experimental. $3 517106
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Education, Educational Psychology. $3 1017560
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710 2 0 $a State University of New York at Albany. $3 769258
773 0 $t Dissertation Abstracts International $g 54-04A.
790 1 0 $a Vellutino, Frank R., $e advisor
790 $a 0668
791 $a Ph.D.
792 $a 1993
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