Explaining the variance in reading ability in terms of psychological processes: What have we learned? |
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Authors: | Keith E Stanovich |
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Institution: | (1) Department of Psychology, Oakland University, Rochester, Michigan |
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Abstract: | After years of confusion, the literature on individual differences in reading ability is finally beginning to coalesce around
a small set of general conclusions that are endorsed by the vast majority of researchers. The most fundamental is that word
decoding ability accounts for a very large proportion of the variance in reading ability at all levels. Variation in word
decoding skill is primarily the result of differences in phonological abilities, rather than visual processes. Less-skilled
readers are not characterized by a general inability to use context to facilitate word recognition. However, situations where
such readers fail to utilize context to facilitate word recognition will arise when their slow and inaccurate decoding of
words renders the context useless. Less-skilled readers display performance deficits on a wide variety of short-term memory
tasks, probably due to an inability to efficiently employ various memory strategies, and most certainly due to inadequate
phonological coding. Less-skilled readers may have comprehension deficits that are partially independent of word decoding
skill. These problems probably arise because syntactic abilities and metacognitive strategies are inadequately developed.
Presented at the Twelfth Annual Conference of the New York Branch of The Orton Dyslexia Society, New York, March 1985. |
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