Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors.

ABSTRACT: Across word reading development, there are important and evolving relationships between oral and written semantic knowledge. Recent research has focused on these relationships, with accumulating evidence supporting the role of word knowledge and related word characteristics as important factors influencing polysyllabic word reading abilities. The purpose of this study was to investigate how semantic-related effects across child-level skills (e.g., general vocabulary knowledge), word-level properties (e.g., age of acquisition), child-by-word-level familiarity (e.g., item-level familiarity), and interactions between key child attributes and word characteristics (e.g., word reading skill by age of acquisition) contribute to polysyllabic word reading. Specifically, we emphasize the semantic co

SUBMITTER: Kellenberger MG 

PROVIDER: S-EPMC11316644 | biostudies-literature | 2024 Oct

REPOSITORIES: biostudies-literature