Deborah Mccutchen
Biographic Data
| ID | 1606644 |
|---|---|
| NAME | Deborah Mccutchen |
| GIVEN NAMES | Deborah |
| FAMILY NAME | Mccutchen |
| SIGNATURE | MCCUTCHEN D |
| AFFILIATIONS | University of Washington |
| ORCID | 0000-0003-2060-7128 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 3 |
Inside Incidental Word Learning: Children's Strategic Use of Morphological Information to Infer Word Meanings
This study examined whether morphological analysis may be a mechanism underlying the relationship of morphological awareness to vocabulary and comprehension. Eighty‐eight fifth‐ and 74 eighth‐grade students completed a task designed to assess whether students use morphological analysis to infer meanings of low‐frequency, presumably unfamiliar, words. Students chose a definition from among three alternatives for low‐frequency, morphologically acce…
Making Meaning: Children's Sensitivity to Morphological Information During Word Reading
In the present study, 81 fifth grade and 82 eighth grade children completed a continuous lexical decision priming task that examined their reading times for evidence of sensitivity to the morphological structure of words during reading. A lexical decision task measured students' response times to target words preceded by a prime (which children also read and responded to) that was morphologically related, semantically related, orthographically si…
Reading teachers’ knowledge of children’s literature and English phonology
A capacity theory of writing: Working memory in composition
Phoneme-Specific Interference in Reading: The Tongue-Twister Effect Revisited
Deborah McCutchen, Laura C. Bell, Ilene M. France, Charles A. Perfetti, Phoneme-Specific Interference in Reading: The Tongue-Twister Effect Revisited, Reading Research Quarterly, Vol. 26, No. 1 (Winter, 1991), pp. 87-103
Ensuring Tomorrow's Literacy: A Shared Responsibility
A review of research on reading and writing shows that an increase in understanding of the cognitive processes involved in reading and writing can improve teachers' effectiveness. Forty-eight state departments of education responded to a survey regarding current certification for teaching reading and writing at elementary, secondary, and adult education levels. Findings indicated that requirements are minimal. Teacher educators are urged to incre…
Children's discourse skill: Form and modality requirements of schooled writing
This article describes a psycholinguistic investigation of children's competence in the production of extended discourse. Two factors are of special interest: Discourse Form (specifically narrative versus expository) and Production Modality (written versus spoken). Analyses of 240 elementary school texts reveal interactions between these two factors and provide insights into the process of text production. Theoretical explanations are offered tha…
Making Meaning: Children's Sensitivity to Morphological Information During Word Reading
In the present study, 81 fifth grade and 82 eighth grade children completed a continuous lexical decision priming task that examined their reading times for evidence of sensitivity to the morphological structure of words during reading. A lexical decision task measured students' response times to target words preceded by a prime (which children also read and responded to) that was morphologically related, semantically related, orthographically si…
Inside Incidental Word Learning: Children's Strategic Use of Morphological Information to Infer Word Meanings
This study examined whether morphological analysis may be a mechanism underlying the relationship of morphological awareness to vocabulary and comprehension. Eighty‐eight fifth‐ and 74 eighth‐grade students completed a task designed to assess whether students use morphological analysis to infer meanings of low‐frequency, presumably unfamiliar, words. Students chose a definition from among three alternatives for low‐frequency, morphologically acce…
Phoneme-Specific Interference in Reading: The Tongue-Twister Effect Revisited
Deborah McCutchen, Laura C. Bell, Ilene M. France, Charles A. Perfetti, Phoneme-Specific Interference in Reading: The Tongue-Twister Effect Revisited, Reading Research Quarterly, Vol. 26, No. 1 (Winter, 1991), pp. 87-103
Children's discourse skill: Form and modality requirements of schooled writing
This article describes a psycholinguistic investigation of children's competence in the production of extended discourse. Two factors are of special interest: Discourse Form (specifically narrative versus expository) and Production Modality (written versus spoken). Analyses of 240 elementary school texts reveal interactions between these two factors and provide insights into the process of text production. Theoretical explanations are offered tha…
Children's discourse skill: Form and modality requirements of schooled writing
This article describes a psycholinguistic investigation of children's competence in the production of extended discourse. Two factors are of special interest: Discourse Form (specifically narrative versus expository) and Production Modality (written versus spoken). Analyses of 240 elementary school texts reveal interactions between these two factors and provide insights into the process of text production. Theoretical explanations are offered tha…
Ensuring Tomorrow's Literacy: A Shared Responsibility
A review of research on reading and writing shows that an increase in understanding of the cognitive processes involved in reading and writing can improve teachers' effectiveness. Forty-eight state departments of education responded to a survey regarding current certification for teaching reading and writing at elementary, secondary, and adult education levels. Findings indicated that requirements are minimal. Teacher educators are urged to incre…
Phoneme-Specific Interference in Reading: The Tongue-Twister Effect Revisited
Deborah McCutchen, Laura C. Bell, Ilene M. France, Charles A. Perfetti, Phoneme-Specific Interference in Reading: The Tongue-Twister Effect Revisited, Reading Research Quarterly, Vol. 26, No. 1 (Winter, 1991), pp. 87-103
A capacity theory of writing: Working memory in composition
Reading teachers’ knowledge of children’s literature and English phonology
Making Meaning: Children's Sensitivity to Morphological Information During Word Reading
In the present study, 81 fifth grade and 82 eighth grade children completed a continuous lexical decision priming task that examined their reading times for evidence of sensitivity to the morphological structure of words during reading. A lexical decision task measured students' response times to target words preceded by a prime (which children also read and responded to) that was morphologically related, semantically related, orthographically si…
Inside Incidental Word Learning: Children's Strategic Use of Morphological Information to Infer Word Meanings
This study examined whether morphological analysis may be a mechanism underlying the relationship of morphological awareness to vocabulary and comprehension. Eighty‐eight fifth‐ and 74 eighth‐grade students completed a task designed to assess whether students use morphological analysis to infer meanings of low‐frequency, presumably unfamiliar, words. Students chose a definition from among three alternatives for low‐frequency, morphologically acce…
Psychology (7 works) · Linguistics (6 works) · Reading and Literacy Development (6 works) · Reading (process) (5 works) · Writing and Handwriting Education (5 works) · Computer Science (3 works) · Mathematics education (3 works) · Cognition (2 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Cognitive psychology (2 works)