749
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon show all

References

  • Andrews, S. (2012). Individual differences in skilled visual word recognition and reading: The role of lexical quality. In J. S. Adelman (Ed.), Visual word recognition (Vol. 2, pp. 151–172). Psychology Press.
  • Andrews, S., & Treiman, R. (2015). Individual differences among skilled readers: The role of lexical quality. In A. Pollatsek (Ed.), The oxford handbook of reading; the oxford handbook of reading (pp. 151–174). Oxford University Press.
  • Andrews, S., Veldre, A., & Clarke, I. E. (2020). Measuring lexical quality: The role of spelling ability. Behavior Research Methods, 52(6), 2257–2282. https://doi.org/10.3758/s13428-020-01387-3
  • Balota, D. A., & Spieler, D. H. (1999). Word frequency, repetition, and lexicality effects in word recognition tasks: Beyond measures of central tendency. Journal of Experimental Psychology: General, 128(1), 32. https://doi.org/10.1037/0096-3445.128.1.32
  • Balota, D. A., Yap, M. J., Hutchison, K. A., Cortese, M. J., Kessler, B., Loftis, B., Neely, J. H., Nelson, D. L., Simpson, G. B., & Treiman, R. (2007). The English lexicon project. Behavior Research Methods, 39(3), 445–459. https://doi.org/10.3758/BF03193014
  • Bates, D., Mächler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1–48. https://doi.org/10.18637/jss.v067.i01
  • Block, M. K., & Duke, N. K. (2015). Letter names can cause confusion and other things to know about letter-sound relationships. Young Children, 70(1), 84–91.
  • Bolger, D. J., Balass, M., Landen, E., & Perfetti, C. A. (2008). Context variation and definitions in learning the meanings of words: An instance-based learning approach. Discourse Processes, 45(2), 122–159. https://doi.org/10.1080/01638530701792826
  • Bosman, A. M., & Van Orden, G. C. (1997). Why spelling is more difficult than reading. In C. A. Perfetti, L. Rieben, & M. E. Fayol (Eds.), Learning to Spell: Research, Theory, and Practice Across Languages (Vol. 10, pp. 173–194). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Brauer, M., & Curtin, J. J. (2018). Linear mixed-effects models and the analysis of nonindependent data: A unified framework to analyze categorical and continuous independent variables that vary within-subjects and/or within-items. Psychological methods, 23(3), 389.
  • Braze, D., Tabor, W., Shankweiler, D. P., & Mencl, W. E. (2007). Speaking up for vocabulary: Reading skill differences in young adults. Journal of Learning Disabilities, 40(3), 226–243. https://doi.org/10.1177/00222194070400030401
  • Burt, J. S., & Fury, M. B. (2000). Spelling in adults: The role of reading skills and experience. Reading and Writing, 13(1/2), 1–30. https://doi.org/10.1023/A:1008071802996
  • Caruana, N., Colenbrander, D., & McArthur, G. (2019). The Macquarie University Advanced Adult Spelling Test (MAAST). Macquarie Online Test Interface.
  • Castles, A., Davis, C., Cavalot, P., & Forster, K. (2007). Tracking the acquisition of orthographic skills in developing readers: Masked priming effects. Journal of Experimental Child Psychology, 97(3), 165–182. https://doi.org/10.1016/j.jecp.2007.01.006
  • Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271
  • Cho, S. J., Partchev, I., & De Boeck, P. (2012). Parameter estimation of multiple item response profile model. British Journal of Mathematical and Statistical Psychology, 65(3), 438–466. https://doi.org/10.1111/j.2044-8317.2011.02036.x
  • Dunn, L. M., & Dunn, D. M. (2007). Peabody picture vocabulary test (4th Ed.). Pearson.
  • Edwards, A., Rigobon, V. M., Steacy, L., & Compton, D. (2021, November 28). Spelling to pronunciation transparency ratings. https://doi.org/10.31234/osf.io/2wmk5
  • Edwards, A. A., Steacy, L. M., Siegelman, N., Rigobon, V. M., Kearns, D. M., Rueckl, J. G., & Compton, D. L. (2021). Unpacking the unique relationship between set for variability and word reading development: Examining word- and child-level predictors of performance. Journal of Educational Psychology, 114(6), 1242–1256. https://psycnet.apa.org/doi/10.1037/edu0000696
  • Ehri, L. C. (1997). Learning to read and learning to spell are one and the same, mostly. In C. A. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 237–270). Erlbaum.
  • Ehri, L. C. (2015). How Children Learn to Read Words. In A. Pollatsek & R. Treiman (Eds.), The Oxford Handbook of Reading (pp. 293–325). New York, NY: Oxford University Press.
  • Elbro, C. (1998). When reading is “readn” or somthn. Distinctness of phonological representations of lexical items in normal and disabled readers. Scandinavian Journal of Psychology, 39(3), 149–153. https://doi.org/10.1111/1467-9450.393070
  • Elbro, C., & de Jong, P. (2017). Orthographic learning is verbal learning: The role of spelling mispronunciations. In K. Cain, D. Compton, & R. Parrila (Eds.), Theories of reading development (pp. 148–168). John Benjamins. https://doi.org/10.1075/swll.15.10elb
  • Elbro, C., de Jong, P. F., Houter, D., & Nielsen, A. (2012). From spelling pronunciation to lexical access: A second step in word decoding? Scientific Studies of Reading, 16(4), 341–359. https://doi.org/10.1080/10888438.2011.568556
  • Elbro, C., & Jensen, M. N. (2005). Quality of phonological representations, verbal learning, and phoneme awareness in dyslexic and normal readers. Scandinavian Journal of Psychology, 46(4), 375–384. https://doi.org/10.1111/j.1467-9450.2005.00468.x
  • Falkauskas, K., & Kuperman, V. (2015). When experience meets language statistics: Individual variability in processing English compound words. Journal of Experimental Psychology Learning, Memory, and Cognition, 41(6), 1607–1627. https://doi.org/10.1037/xlm0000132
  • Gibson, E. J., & Levin, H. (1975). The psychology of reading. The MIT press.
  • Goswami, U. (2000). Phonological and lexical processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 251–267). Lawrence Erlbaum Associates Publishers.
  • Harm, M. W., & Seidenberg, M. S. (2004). Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review, 111(3), 662. https://doi.org/10.1037/0033-295X.111.3.662
  • Harris, P. A., Taylor, R., Thielke, R., Payne, J., Gonzalez, N., & Conde, J. G. (2009). Research electronic data capture (REDCap)—a metadata-driven methodology and workflow process for providing translational research informatics support. Journal of Biomedical Informatics, 42(2), 377–381. https://doi.org/10.1016/j.jbi.2008.08.010
  • Hersch, J., & Andrews, S. (2012). Lexical quality and reading skill: Bottom-up and top-down contributions to sentence processing. Scientific Studies of Reading, 16(3), 240–262. https://doi.org/10.1080/10888438.2011.564244
  • Holmes, V. M., & Malone, N. (2004). Adult spelling strategies. Reading and Writing, 17(6), 537–566. https://doi.org/10.1023/B:READ.0000044368.17444.7d
  • Hsiao, Y., & Nation, K. (2018). Semantic diversity, frequency, and the development of lexical quality in children’s word reading. Journal of Memory and Language, 103, 114–126. https://doi.org/10.1016/j.jml.2018.08.005
  • Kearns, D. M., Rogers, H. J., Koriakin, T., & Al Ghanem, R. (2016). Semantic and phonological ability to adjust recoding: A unique correlate of word reading skill? Scientific Studies of Reading, 20(6), 455–470. https://doi.org/10.1080/10888438.2016.1217865
  • Nation, K. (2017). Nurturing a lexical legacy: Reading experience is critical for the development of word reading skill. Science of Learning, 2(1), 1–4. https://doi.org/10.1038/s41539-017-0004-7
  • Nation, K., & Castles, A. (2017). Putting the learning into orthographic learning. In K. Cain, D. L. Compton, & R. K. Parrila (Eds.), Theories of reading development (pp. 147–168). John Benjamins. https://doi.org/10.1075/swll.15.09nat
  • Nation, K., & Snowling, M. J. (1998). Individual differences in contextual facilitation: Evidence from dyslexia and poor reading comprehension. Child Development, 69(4), 996–1011.
  • Ocal, T., & Ehri, L. (2017a). Spelling ability in college students predicted by decoding, print exposure, and vocabulary. Journal of College Reading & Learning, 47(1), 58–74. https://doi.org/10.1080/10790195.2016.1219242
  • Ocal, T., & Ehri, L. C. (2017b). Spelling pronunciations help college students remember how to spell difficult words. Reading and Writing, 30(5), 947–967. https://doi.org/10.1007/s11145-016-9707-z
  • Ormrod, J. E., & Jenkins, L. (1989). Study strategies for learning spelling: Correlations with achievement and developmental changes. Perceptual and Motor Skills, 68(2), 643–650. https://doi.org/10.2466/pms.1989.68.2.643
  • Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357–383. https://doi.org/10.1080/10888430701530730
  • Perfetti, C. A. (1985). Reading ability. Oxford University Press.
  • Perfetti, C. A. (1991). The psychology, pedagogy, and politics of reading. Psychological Science, 2(2), 70–83.
  • Perfetti, C. A. (1992). The representation problems in reading acquisition. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 145–174). Erlbaum. https://doi.org/10.4324/9781351236904-6
  • Perfetti, C. A. (2017). Lexical quality revisited. In E. Segers & P. van den Broek (Eds.), Developmental perspectives in written language and literacy: In honor of ludo verhoeven (pp. 51–67). John Benjamins Publishing Company. https://doi.org/10.1075/z.206.04per
  • Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 189–213). John Benjamins Publishing Company. https://doi.org/10.1075/swll.11.14per
  • Perfetti, C., & Hart, L. (2001). The lexical basis of comprehension skill. In D. S. Gorfein (Ed.), On the consequences of meaning selection (pp. 67–86). American Psychological Association. https://doi.org/10.1037/10459-004
  • Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22–37. https://doi.org/10.1080/10888438.2013.827687
  • R Development Core Team. (2012). R: A language and environment for statistical computing. R Foundation for Statistical Computing. ISBN 3-900051-07-0, ISBN 3-900051-07-0. http://www.R-project.org/
  • Rigobon, V. M., Gutiérrez, N., Edwards, A. A., Abes, D., Steacy, L. M., & Compton, D. L. (2023). Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals? Bilingualism: Language and Cognition, 1–18. https://doi.org/10.1017/S1366728923000093
  • Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523. https://doi.org/10.1037/0033-295X.96.4.523
  • Seidenberg, M. S., Waters, G. S., Barnes, M., & Tanenhaus, M. K. (1984). When does irregular spelling or pronunciation influence word recognition? Journal of Verbal Learning & Verbal Behavior, 23(3), 383–404. https://doi.org/10.1016/S0022-53718490270-6
  • Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
  • Share, D. L. (2008). Orthographic learning, phonological recoding, and self-teaching. In R. Kail (Ed.), Advances in child development and behavior (Vol. 36, pp. 31–82). Elsevier.
  • Stafura, J., & Perfetti, C. (2017). Integrating word processing with text comprehension: Theoretical frameworks and empirical examples. In K. Cain, D. L. Compton, & R. K. Parrila (Eds.), Theories of reading development (pp. 9–32). John Benjamins Publishing Company. https://doi.org/10.1075/swll.15.02sta
  • Steacy, L. M. (2020). Capitalizing on the promise of item-level analyses to inform new understandings of word reading development. Annals of Dyslexia, 70(2), 153–159. https://doi.org/10.1007/s11881-020-00203-z
  • Steacy, L. M., Compton, D. L., Petscher, Y., Elliott, J. D., Smith, K., Rueckl, J., Sawi, O., Frost, S., & Pugh, K. (2019). Development and prediction of context-dependent vowel pronunciation in elementary readers. Scientific Studies of Reading, 23, 49–63. https://doi.org/10.1080/10888438.2018.1466303
  • Steacy, L. M., Edwards, A., Rigobon, V. M., Gutierrez, N., Marencin, N. C., Siegelman, N., Himelhock, A., Himelhoch, C., Rueckl, J., & Compton, D. L. (2022). Set for variability as a critical predictor of word reading: Potential implications for early identification and treatment of dyslexia. Reading Research Quarterly, 58(2), 254–267. https://doi.org/10.1002/rrq.475
  • Steacy, L. M., Kearns, D. N., Gilbert, J. K., Compton, D. L., Cho, E., Lindstrom, E. R., & Collins, A. A. (2017). Exploring individual differences in irregular word recognition among children with early-emerging and late-emerging word reading difficulty. Journal of Educational Psychology, 109, 51–69. https://doi.org/10.1037/edu0000113
  • Steacy, L. M., Wade Woolley, L., Rueckl, J. G., Pugh, K. R., Elliott, J. D., & Compton, D. L. (2019). The role of set for variability in irregular word reading: Word and child predictors in typically developing readers and students at-risk for reading disabilities. Scientific Studies of Reading, 23(6), 523–532. https://doi.org/10.1080/10888438.2019.1620749
  • Torgesen, J. K., Wagner, R., & Rashotte, C. (2012). Test of word reading efficiency 2. Pro-Ed.
  • Tunmer, W. E., & Chapman, J. W. (1998). Language prediction skill, phonological recoding ability and beginning reading. In C. Hulme & R. M. Joshi (Eds.), Reading and spelling: Development and disorder (pp. 33–67). Erlbaum.
  • Tunmer, W. E., & Chapman, J. W. (2012). Does set for variability mediate the influence of vocabulary knowledge on the development of word recognition skills? Scientific Studies of Reading, 16(2), 122–140. https://doi.org/10.1080/10888438.2010.542527
  • Van Dyke, J. A., & Shankweiler, D. P. (2012). From verbal efficiency theory to lexical quality. In A. Britt & S. Goldman, & J.-F. Rouet (Eds.), Reading-from words to multiple texts (pp. 115–132). Routledge.
  • Waters, G. S., & Seidenberg, M. S. (1985). Spelling-sound effects in reading: Time-course and decision criteria. Memory & Cognition, 13(6), 557–572. https://doi.org/10.3758/BF03198326
  • Waters, G. S., Seidenberg, M. S., & Bruck, M. (1984). Children’s and adults’ use of spelling-sound information in three reading tasks. Memory & Cognition, 12(3), 293–305. https://doi.org/10.3758/BF03197678
  • Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III NU complete. Riverside Publishing.