Paula J Schwanenflugel
Biographic Data
| ID | 98374 |
|---|---|
| NAME | Paula J Schwanenflugel |
| GIVEN NAMES | Paula J |
| FAMILY NAME | Schwanenflugel |
| SIGNATURE | SCHWANENFLUGEL P J |
| AFFILIATIONS | University of Georgia |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 76 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 5 |
Prosody, Pacing, and Situational Fluency (or Why Fluency Matters for Older Readers)
This commentary challenges the traditional, narrow definition of reading fluency. As part of this reconceptualization, the authors consider the role of stamina, content, and vocabulary in fluent reading. They look at prosody, silent reading, oral reading, and challenging texts (both fiction and informational). Finally, the authors discuss the role that fluency can play in upper grades and how educators can aid its development for older readers
Influence of Native Language Vocabulary and Topic Knowledge on Foreign Language Vocabulary Learning in Health Care Providers
Adults attending short, language for specific purpose courses may have expertise not utilized in general foreign language courses. The present study investigates two factors that may influence the acquisition of medical Spanish vocabulary in such persons: native English vocabulary size and topic knowledge. Forty-four health care workers attended 12 hr of medical Spanish instruction. Prior to instruction, the Nelson–Denny Vocabulary Test, a Medica…
A Spectrographically Grounded Scale for Evaluating Reading Expressiveness
This study evaluated the validity of a new scale for assessing children's reading fluency skill called the Comprehensive Oral Reading Fluency Scale ( CORFS ). The CORFS consists of two subscales that capture key elements of the Kuhn, Schwanenflugel, and Meisinger (2010) definition of reading fluency: reading expression, reading rate, and accuracy. In study 1, the reading expression subscale was developed by examining spectrographically measured p…
Aligning Theory and Assessment of Reading Fluency
Over the past decade, fluent reading has come to be seen as a central component of skilled reading and a driving force in the literacy curriculum. However, much of this focus has centered on a relatively narrow definition of reading fluency, one that emphasizes automatic word recognition. This article attempts to expand this understanding by synthesizing several key aspects of research on reading fluency, including theoretical perspectives surrou…
Text Complexity and Oral Reading Prosody in Young Readers
The purpose of the study was to examine the impact of text difficulty on the oral reading prosody of young children. Fluency in reading is ideally determined by measuring rate, accuracy, and prosodic qualities in the oral reading of children. Spectrographic measurements of four prosodic variables—sentence‐final F0 change, intonation contour, intrasentential pausing, and ungrammatical pausing—were carried out on the oral readings of second‐grade s…
Latent Class Analysis of Differential Item Functioning on the Peabody Picture Vocabulary Test–III
This study investigated the use of latent class analysis for the detection of differences in item functioning on the Peabody Picture Vocabulary Test—Third Edition (PPVT-III). A two-class solution for a latent class model appeared to be defined in part by ability because Class 1 was lower in ability than Class 2 on both the PPVT-III and the Expressive Vocabulary Test (EVT). This difference was much larger on the PPVT-III for the low-ability class.…
A Longitudinal Study of the Development of Reading Prosody as a Dimension of Oral Reading Fluency in Early Elementary School Children
The purpose of this study was to examine the development of reading prosody and its impact on later reading skills. Suprasegmental features of oral reading were measured for 92 children at the end of grades 1 and 2 and oral reading fluency and reading comprehension assessments at the end of the third‐grade school year. Tests were carried out to determine (a) the manner in which the key features of oral reading prosody unfold with development and …
Sound-symbolism
Becoming a fluent and automatic reader in the early elementary school years
S The goals of this study were to (a) develop an empirically based model regarding the development of fluent and automatic reading in the early elementary school years and (b) determine whether fluent text‐reading skills provided benefits for reading comprehension beyond those accounted for by fluent word decoding. First‐, second‐, and third‐grade children completed a series of reading tasks targeting word and nonword processing, text reading, sp…
Developing organization of mental verbs and theory of mind in middle childhood
The purpose of the study was to assess developments in the theory of mind suggested by changes in the organization of cognitive verb extensions during the elementary school years. Adults and 3rd- and 5th-grade children were provided with a set of mental activity scenarios and were asked to select the best verbs from a list of cognitive verbs that might apply to each scenario. Changes in organization were assessed by examining overlapping uses of …
Theory of Mind in Deaf Adults and the Organization of Verbs of Knowing
Naive theories of mind provide an organizing scheme for concept formation and categorization. Additionally, they highlight what is important within a domain. This study investigated how deaf adults with hearing parents orgaize 17 cognitive verbs of knowing as a way of describing their naive theory of mind. Deaf adults rated on 1 to 7 scale the similarity of pairs of cognitive verbs in terms of whether 'the words are alike or different based on ho…
Evaluation of interruption behavior by naive encoders
The purpose of this study was to determine the characteristics of interactions that influence judgments of interruption behavior in naive observers. We selected 40 potential interruption conversation segments from television political talk shows. The a priori features were chosen because in previous studies researchers had identified them as theoretically important in characterizing interruptions. Participants were asked to decide whether an exam…
Development of Metacognition in Gifted Children
Developmental Trends in Lexical Decisions for Abstract and Concrete Words
Strategy regulation
This study investigated the influence of intelligence, metacognitive attributions, and knowledge base on strategy regulation during a sort-recall task in 1st- and 2nd-grade children. Children were classified into 4 types of metacognitive attributions (W. V. Fabricius & J. W. Hagen, 1984). Use of the category-sorting strategy with high and low knowledge base stimuli was then examined, and intelligence measures were collected. Results suggested tha…
The Psychology of Word Meanings
Superordinate Category Terms and Mass-Count Noun Status
This article addresses the claim that superordinate categories tend to be indicated by mass nouns and that this tendency represents a linguistic universal. However, the study that first advanced this claim (Markman 1985, 1989) investigated an inadequate sample of language groups. Testing a under variety of languages, the current study, using the methods applied in that original study, showed that the tendency for superordinate categories to be in…
The Influence of Paragraph Information on the Processing of Upcoming Words
THREE EXPERIMENTS were performed to examine how readers combine immediate sentence context with information presented earlier in a paragraph in processing words in text. We asked U.S. college students to read contextually constraining paragraphs and decide whether the final word was a word or not (lexical decision). The paragraphs included discourse-level information that was either consistent or inconsistent with the context of the sentence imme…
Category typicality, cultural familiarity, and the development of category knowledge
This study examined the role of cultural familiarity with instances might play in the development of category knowledge cross-culturally in kindergarten, 2nd-, 4th-, and 6th-grade children from Taiwan and the United States
Context Availability and the Processing of Abstract and Concrete Words in Sentences
Aligning Theory and Assessment of Reading Fluency
Over the past decade, fluent reading has come to be seen as a central component of skilled reading and a driving force in the literacy curriculum. However, much of this focus has centered on a relatively narrow definition of reading fluency, one that emphasizes automatic word recognition. This article attempts to expand this understanding by synthesizing several key aspects of research on reading fluency, including theoretical perspectives surrou…
A Longitudinal Study of the Development of Reading Prosody as a Dimension of Oral Reading Fluency in Early Elementary School Children
The purpose of this study was to examine the development of reading prosody and its impact on later reading skills. Suprasegmental features of oral reading were measured for 92 children at the end of grades 1 and 2 and oral reading fluency and reading comprehension assessments at the end of the third‐grade school year. Tests were carried out to determine (a) the manner in which the key features of oral reading prosody unfold with development and …
Text Complexity and Oral Reading Prosody in Young Readers
The purpose of the study was to examine the impact of text difficulty on the oral reading prosody of young children. Fluency in reading is ideally determined by measuring rate, accuracy, and prosodic qualities in the oral reading of children. Spectrographic measurements of four prosodic variables—sentence‐final F0 change, intonation contour, intrasentential pausing, and ungrammatical pausing—were carried out on the oral readings of second‐grade s…
Developing organization of mental verbs and theory of mind in middle childhood
The purpose of the study was to assess developments in the theory of mind suggested by changes in the organization of cognitive verb extensions during the elementary school years. Adults and 3rd- and 5th-grade children were provided with a set of mental activity scenarios and were asked to select the best verbs from a list of cognitive verbs that might apply to each scenario. Changes in organization were assessed by examining overlapping uses of …
Becoming a fluent and automatic reader in the early elementary school years
S The goals of this study were to (a) develop an empirically based model regarding the development of fluent and automatic reading in the early elementary school years and (b) determine whether fluent text‐reading skills provided benefits for reading comprehension beyond those accounted for by fluent word decoding. First‐, second‐, and third‐grade children completed a series of reading tasks targeting word and nonword processing, text reading, sp…
Category typicality, cultural familiarity, and the development of category knowledge
This study examined the role of cultural familiarity with instances might play in the development of category knowledge cross-culturally in kindergarten, 2nd-, 4th-, and 6th-grade children from Taiwan and the United States
Strategy regulation
This study investigated the influence of intelligence, metacognitive attributions, and knowledge base on strategy regulation during a sort-recall task in 1st- and 2nd-grade children. Children were classified into 4 types of metacognitive attributions (W. V. Fabricius & J. W. Hagen, 1984). Use of the category-sorting strategy with high and low knowledge base stimuli was then examined, and intelligence measures were collected. Results suggested tha…
Context Availability and the Processing of Abstract and Concrete Words in Sentences
Evaluation of interruption behavior by naive encoders
The purpose of this study was to determine the characteristics of interactions that influence judgments of interruption behavior in naive observers. We selected 40 potential interruption conversation segments from television political talk shows. The a priori features were chosen because in previous studies researchers had identified them as theoretically important in characterizing interruptions. Participants were asked to decide whether an exam…
Developmental Trends in Lexical Decisions for Abstract and Concrete Words
A Spectrographically Grounded Scale for Evaluating Reading Expressiveness
This study evaluated the validity of a new scale for assessing children's reading fluency skill called the Comprehensive Oral Reading Fluency Scale ( CORFS ). The CORFS consists of two subscales that capture key elements of the Kuhn, Schwanenflugel, and Meisinger (2010) definition of reading fluency: reading expression, reading rate, and accuracy. In study 1, the reading expression subscale was developed by examining spectrographically measured p…
Superordinate Category Terms and Mass-Count Noun Status
This article addresses the claim that superordinate categories tend to be indicated by mass nouns and that this tendency represents a linguistic universal. However, the study that first advanced this claim (Markman 1985, 1989) investigated an inadequate sample of language groups. Testing a under variety of languages, the current study, using the methods applied in that original study, showed that the tendency for superordinate categories to be in…
Context Availability and the Processing of Abstract and Concrete Words in Sentences
Category typicality, cultural familiarity, and the development of category knowledge
This study examined the role of cultural familiarity with instances might play in the development of category knowledge cross-culturally in kindergarten, 2nd-, 4th-, and 6th-grade children from Taiwan and the United States
The Influence of Paragraph Information on the Processing of Upcoming Words
THREE EXPERIMENTS were performed to examine how readers combine immediate sentence context with information presented earlier in a paragraph in processing words in text. We asked U.S. college students to read contextually constraining paragraphs and decide whether the final word was a word or not (lexical decision). The paragraphs included discourse-level information that was either consistent or inconsistent with the context of the sentence imme…
Superordinate Category Terms and Mass-Count Noun Status
This article addresses the claim that superordinate categories tend to be indicated by mass nouns and that this tendency represents a linguistic universal. However, the study that first advanced this claim (Markman 1985, 1989) investigated an inadequate sample of language groups. Testing a under variety of languages, the current study, using the methods applied in that original study, showed that the tendency for superordinate categories to be in…
The Psychology of Word Meanings
Developmental Trends in Lexical Decisions for Abstract and Concrete Words
Strategy regulation
This study investigated the influence of intelligence, metacognitive attributions, and knowledge base on strategy regulation during a sort-recall task in 1st- and 2nd-grade children. Children were classified into 4 types of metacognitive attributions (W. V. Fabricius & J. W. Hagen, 1984). Use of the category-sorting strategy with high and low knowledge base stimuli was then examined, and intelligence measures were collected. Results suggested tha…
Development of Metacognition in Gifted Children
Theory of Mind in Deaf Adults and the Organization of Verbs of Knowing
Naive theories of mind provide an organizing scheme for concept formation and categorization. Additionally, they highlight what is important within a domain. This study investigated how deaf adults with hearing parents orgaize 17 cognitive verbs of knowing as a way of describing their naive theory of mind. Deaf adults rated on 1 to 7 scale the similarity of pairs of cognitive verbs in terms of whether 'the words are alike or different based on ho…
Evaluation of interruption behavior by naive encoders
The purpose of this study was to determine the characteristics of interactions that influence judgments of interruption behavior in naive observers. We selected 40 potential interruption conversation segments from television political talk shows. The a priori features were chosen because in previous studies researchers had identified them as theoretically important in characterizing interruptions. Participants were asked to decide whether an exam…
Developing organization of mental verbs and theory of mind in middle childhood
The purpose of the study was to assess developments in the theory of mind suggested by changes in the organization of cognitive verb extensions during the elementary school years. Adults and 3rd- and 5th-grade children were provided with a set of mental activity scenarios and were asked to select the best verbs from a list of cognitive verbs that might apply to each scenario. Changes in organization were assessed by examining overlapping uses of …
Sound-symbolism
Becoming a fluent and automatic reader in the early elementary school years
S The goals of this study were to (a) develop an empirically based model regarding the development of fluent and automatic reading in the early elementary school years and (b) determine whether fluent text‐reading skills provided benefits for reading comprehension beyond those accounted for by fluent word decoding. First‐, second‐, and third‐grade children completed a series of reading tasks targeting word and nonword processing, text reading, sp…
Latent Class Analysis of Differential Item Functioning on the Peabody Picture Vocabulary Test–III
This study investigated the use of latent class analysis for the detection of differences in item functioning on the Peabody Picture Vocabulary Test—Third Edition (PPVT-III). A two-class solution for a latent class model appeared to be defined in part by ability because Class 1 was lower in ability than Class 2 on both the PPVT-III and the Expressive Vocabulary Test (EVT). This difference was much larger on the PPVT-III for the low-ability class.…
A Longitudinal Study of the Development of Reading Prosody as a Dimension of Oral Reading Fluency in Early Elementary School Children
The purpose of this study was to examine the development of reading prosody and its impact on later reading skills. Suprasegmental features of oral reading were measured for 92 children at the end of grades 1 and 2 and oral reading fluency and reading comprehension assessments at the end of the third‐grade school year. Tests were carried out to determine (a) the manner in which the key features of oral reading prosody unfold with development and …
Aligning Theory and Assessment of Reading Fluency
Over the past decade, fluent reading has come to be seen as a central component of skilled reading and a driving force in the literacy curriculum. However, much of this focus has centered on a relatively narrow definition of reading fluency, one that emphasizes automatic word recognition. This article attempts to expand this understanding by synthesizing several key aspects of research on reading fluency, including theoretical perspectives surrou…
Text Complexity and Oral Reading Prosody in Young Readers
The purpose of the study was to examine the impact of text difficulty on the oral reading prosody of young children. Fluency in reading is ideally determined by measuring rate, accuracy, and prosodic qualities in the oral reading of children. Spectrographic measurements of four prosodic variables—sentence‐final F0 change, intonation contour, intrasentential pausing, and ungrammatical pausing—were carried out on the oral readings of second‐grade s…
Influence of Native Language Vocabulary and Topic Knowledge on Foreign Language Vocabulary Learning in Health Care Providers
Adults attending short, language for specific purpose courses may have expertise not utilized in general foreign language courses. The present study investigates two factors that may influence the acquisition of medical Spanish vocabulary in such persons: native English vocabulary size and topic knowledge. Forty-four health care workers attended 12 hr of medical Spanish instruction. Prior to instruction, the Nelson–Denny Vocabulary Test, a Medica…
A Spectrographically Grounded Scale for Evaluating Reading Expressiveness
This study evaluated the validity of a new scale for assessing children's reading fluency skill called the Comprehensive Oral Reading Fluency Scale ( CORFS ). The CORFS consists of two subscales that capture key elements of the Kuhn, Schwanenflugel, and Meisinger (2010) definition of reading fluency: reading expression, reading rate, and accuracy. In study 1, the reading expression subscale was developed by examining spectrographically measured p…
Prosody, Pacing, and Situational Fluency (or Why Fluency Matters for Older Readers)
This commentary challenges the traditional, narrow definition of reading fluency. As part of this reconceptualization, the authors consider the role of stamina, content, and vocabulary in fluent reading. They look at prosody, silent reading, oral reading, and challenging texts (both fiction and informational). Finally, the authors discuss the role that fluency can play in upper grades and how educators can aid its development for older readers
Psychology (19 works) · Linguistics (16 works) · Cognitive psychology (10 works) · Reading and Literacy Development (10 works) · Mathematics education (9 works) · Cognition (8 works) · Developmental psychology (8 works) · Computer Science (7 works) · Philosophy (7 works) · Language, Metaphor, and Cognition (6 works)