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Using an item-specific predictor to test the dimensionality of the orthographic choice task.
Compton, Donald L; Gilbert, Jennifer K; Kearns, Devin M; Olson, Richard K.
Afiliación
  • Compton DL; Florida Center for Reading Research, Florida State University, Tallahassee, FL, USA. dcompton@fcrr.org.
  • Gilbert JK; Special Education Department, Vanderbilt University, Nashville, TN, USA.
  • Kearns DM; Department of Educational Psychology, University of Connecticut, Storrs, CT, USA.
  • Olson RK; Department of Psychology, University of Colorado, Boulder, CO, USA.
Ann Dyslexia ; 70(2): 243-258, 2020 07.
Article en En | MEDLINE | ID: mdl-32712817
The orthographic choice (OC) task-requiring individuals to choose the correct spelling between a word and a pseudohomophone foil (e.g., goat vs. gote)-has been used as an outcome measure of orthographic learning and as a predictor of individual differences in word reading development. Some consider the OC task a measure of orthographic knowledge (e.g., Conrad, Harris, & Williams (Reading and Writing, 26(8), 1223-1239, 2013)), whereas others have suggested that the task measures a reader's familiarity with the word's orthographic representation and thus measures word reading skill (e.g., Castles & Nation, 2006). We examined this assertion by testing OC task performance of individuals ages 8 to 18 (J = 296) and their ability to read the OC target words (I = 80) in isolation using crossed random effects item-response models. Results reveal that response on the OC task is not fully determined by the ability of an individual to read the target word in isolation. Specifically, the probability of choosing the correct orthographic form when the word was pronounced incorrectly was .79; whereas it was .90 when the word was pronounced correctly. Measures of receptive spelling and phonemic awareness (person-characteristics) and word frequency and orthographic neighborhood size (item-characteristics) accounted for significant variance in orthographic choice after controlling for target item reading and other reading-related abilities. We interpret the results to suggest that the OC task taps both item-specific orthographic knowledge and more general orthographic knowledge.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Desempeño Psicomotor / Lectura / Fonética / Conducta de Elección Tipo de estudio: Prognostic_studies / Risk_factors_studies Límite: Adolescent / Child / Female / Humans / Male Idioma: En Revista: Ann Dyslexia Año: 2020 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos
Texto completo
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Desempeño Psicomotor / Lectura / Fonética / Conducta de Elección Tipo de estudio: Prognostic_studies / Risk_factors_studies Límite: Adolescent / Child / Female / Humans / Male Idioma: En Revista: Ann Dyslexia Año: 2020 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos