Veronika Coltheart
Datos Biográficos
| ID | 2746596 |
|---|---|
| NOMBRE | Veronika Coltheart |
| NOMBRES | Veronika |
| APELLIDO | Coltheart |
| FIRMA | COLTHEART V |
| AFILIACIONES | London Borough of Camden |
| VERIFICADO | No |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 8 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1986 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 1992 |
| ÍNDICE H | 2 |
Children read affixed words and non-words
Children aged seven, eight and nine, subdivided according to reading ability were asked to read affixed words and non-words ending in -ed and -er morphemes. There was evidence that the performance of these young children was comparable with Taft's (1985) account of skilled reading which suggests that morphologically complex items are decomposed and this facilitates reading in children. Both better and poorer readers read affixed words more accura…
Effects of word imageability and age of acquisition on children's reading
Research on children's reading has shown that words high in imageability are easier to read than words low in imageability. It has been suggested that this occurs because low imageability words are acquired later in life than are high imageability words. The effects of age of acquisition and imageability were studied in two reading tasks. In Expt 1, nine-year-old children had to read aloud words differing in age of acquisition (but matched for im…
Children Find Friendly Words Friendly Too
Forty-nine children (aged 8:4 to 10:4) were grouped according to reading ability and were tested on lexical decision, naming and spelling of words and non-words which differed in orthographic neighbourhood size. Friendly words with many neighbours caused significantly fewer errors on all these tasks. Item analysis demonstrated that these effects were robust when corrected for frequency, regularity, word length and age of acquisition. Good readers…
Direct Access and Phonological Encoding Processes in Children's Reading
S ummary . Nine‐year‐old children were presented with reading tasks in which psycholinguistic properties of words were manipulated. Although word imageability affected reading accuracy, grammatical class of words and regularity of spelling‐to‐sound correspondence did not. Regularity had no effects on lexical decision and judgments of phonology. Accuracy in reading aloud and judgments of phonology was substantially lower for non‐words than for wor…
Children Find Friendly Words Friendly Too
Forty-nine children (aged 8:4 to 10:4) were grouped according to reading ability and were tested on lexical decision, naming and spelling of words and non-words which differed in orthographic neighbourhood size. Friendly words with many neighbours caused significantly fewer errors on all these tasks. Item analysis demonstrated that these effects were robust when corrected for frequency, regularity, word length and age of acquisition. Good readers…
Effects of word imageability and age of acquisition on children's reading
Research on children's reading has shown that words high in imageability are easier to read than words low in imageability. It has been suggested that this occurs because low imageability words are acquired later in life than are high imageability words. The effects of age of acquisition and imageability were studied in two reading tasks. In Expt 1, nine-year-old children had to read aloud words differing in age of acquisition (but matched for im…
Children read affixed words and non-words
Children aged seven, eight and nine, subdivided according to reading ability were asked to read affixed words and non-words ending in -ed and -er morphemes. There was evidence that the performance of these young children was comparable with Taft's (1985) account of skilled reading which suggests that morphologically complex items are decomposed and this facilitates reading in children. Both better and poorer readers read affixed words more accura…
Direct Access and Phonological Encoding Processes in Children's Reading
S ummary . Nine‐year‐old children were presented with reading tasks in which psycholinguistic properties of words were manipulated. Although word imageability affected reading accuracy, grammatical class of words and regularity of spelling‐to‐sound correspondence did not. Regularity had no effects on lexical decision and judgments of phonology. Accuracy in reading aloud and judgments of phonology was substantially lower for non‐words than for wor…
Effects of word imageability and age of acquisition on children's reading
Research on children's reading has shown that words high in imageability are easier to read than words low in imageability. It has been suggested that this occurs because low imageability words are acquired later in life than are high imageability words. The effects of age of acquisition and imageability were studied in two reading tasks. In Expt 1, nine-year-old children had to read aloud words differing in age of acquisition (but matched for im…
Children Find Friendly Words Friendly Too
Forty-nine children (aged 8:4 to 10:4) were grouped according to reading ability and were tested on lexical decision, naming and spelling of words and non-words which differed in orthographic neighbourhood size. Friendly words with many neighbours caused significantly fewer errors on all these tasks. Item analysis demonstrated that these effects were robust when corrected for frequency, regularity, word length and age of acquisition. Good readers…
Children read affixed words and non-words
Children aged seven, eight and nine, subdivided according to reading ability were asked to read affixed words and non-words ending in -ed and -er morphemes. There was evidence that the performance of these young children was comparable with Taft's (1985) account of skilled reading which suggests that morphologically complex items are decomposed and this facilitates reading in children. Both better and poorer readers read affixed words more accura…
Cognitive psychology (4 obras) · Linguistics (4 obras) · Psychology (4 obras) · Reading (process) (4 obras) · Reading and Literacy Development (4 obras) · Writing and Handwriting Education (3 obras) · Cognition (2 obras) · Grapheme (2 obras) · Orthography (2 obras) · Affect (linguistics) (1 obras)