![]() Between the two classes of readers, discrete and serial word reading tasks started off as rather similar but grew further apart with age and reading proficiency. Children from different grades were clustered into two classes, namely beginning, and advanced readers. Evidence also advanced the idea that serial digit naming can be used as an index of sequential multi-element processing both within individual words and across multiple words. Results showed that serial and discrete digit naming reflect not only shared but also distinct processes related to word reading. The first study examined the correlational patterns between serial and discrete versions of digit naming and word reading tasks across grades in English, using serial and discrete digit naming to index word reading processes. Rapid naming and word reading tasks were utilized in two presentation formats: multiple stimulus displays (i.e., serial naming or reading) and isolated stimulus displays (i.e., discrete naming or reading). This dissertation includes three papers that investigate the distinction between serial and discrete processing in rapid naming and word reading tasks, across three elementary grades (1, 3, and 5) and two languages (English and Greek). ![]() The Role of Serial and Discrete Processing in Rapid Naming and Reading Fluency Development
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