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Rapid Word Recognition as a Measure of Word-Level Automaticity and its Relation to Other Measures of Reading

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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.
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Document Type: Research Article

Affiliations: 1: Department of Reading Education and Special Education,Appalachian State University, Boone, North Carolina 2: Department of Mathematical Sciences,Appalachian State University, Boone, North Carolina

Publication date: July 1, 2012

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