The present study investigated the relationship between rapid recognition of individual words (Word Recognition Test) and two measures of contextual reading: (1) grade-level Passage Reading Test (IRI passage) and (2) performance on standardized STAR Reading Test. To estabilish if time
of presentation on the word recognition test was a factor in predicting contextual reading performance, four computerized presentation times were used: 300 msec, 650 msec, 1000 msec, adn 2000 msec. Regression analyses revealed that, for both third- and fourth-grade students, there was evidence
that presentation times of less than 1 second better approximated performance on the two contextual reading measures.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
Document Type: Research Article
Department of Reading Education and Special Education,Appalachian State University, Boone, North Carolina
Department of Mathematical Sciences,Appalachian State University, Boone, North Carolina
July 1, 2012
More about this publication?