Print exposure as a predictor of word reading and reading comprehension in disabled and nondisabled readers.

Abstract

The relation of print exposure, measured by a revised version of Cunningham and Stanovich's (1990) Title Recognition Test (TRT), to word reading and reading comprehension was examined in disabled and nondisabled readers, Grades 5-9. In disabled readers, the TRT was a significant predictor of word reading when phonological skill was accounted for but not when orthographic ability was added to the regression equation, suggesting that the TRT overlaps considerably with orthographic skill. The TRT significantly predicted nondisabled readers' word reading after both phonological and orthographic skills were accounted for. The TRT contributed significantly to reading comprehension once variance was partialed from higher order reading processes for disabled readers only. The TRT's power to predict comprehension may be ascribed to the effects of print exposure on automaticity of word recognition, knowledge, or familiarization with text structure.

Visual and auditory temporal processing and early reading development

“…This included 20 popular age-appropriate children's book titles and 10 foils. Titles checklists measure print exposure and predict reading ability (Cipielewski & Stanovich, 1992;McBride-Chang, Manis, Seidenberg, Custodio, & Doi, 1993). The list was derived from Angus and Robertson's 100 all-time favourite children's books (1999) and previously used CTCs (Cunningham & Stanovich, 1993;Senechal, LeFevre, Thomas, & Daley, 1998).…”

New and updated tests of print exposure and reading abilities in college students

“…Many studies have suggested that differences in the types and amounts of reading and writing that people undertake lead to individual differences across many cognitive dimensions, a result that is consistent with the important role ofpractice in the development of cognitive abilities and other skills (see, e.g., Simon & Newell, 1974). For example, considerable evidence suggests that variability in readers' print exposure-the amount of text they read-is associated with variability in their orthographic and phonological processing skill, including differences in lexical decision latency (Chateau & Jared, 2000), reading comprehension (Cipielewski & Stanovich, 1992), nonword naming (McBride-Chang, Manis, Seidenberg, Custodio, & Doi, 1993), vocabulary size (Frijters, Barron, & Brunello, 2000), knowledge of homophone spellings (Stanovich & West, 1989), and verbal fluency measures (Stanovich & Cunningham, 1992). Other studies have examined the relationship between print exposure and more global skills, and suggest that, through reading more frequently, individuals gain the opportunity to learn more about semantic relations, concepts, categorization, history, and culture, and to acquire skills such as logical reasoning (Scribner & Cole, 1981;West, Stanovich, & Mitchell, 1993).…”

The Effect of Anxiety and Attitudes of Secondary School Students towards Reading on their Reading Habits: A Structural Equation Modeling

“…Benzer şekilde olumlu tutumlara sahip öğrenciler daha çok okumakta (Guthrie ve Davis, 2003;Logan ve Johnston, 2009;McKenna vd., 1995) ve beraberinde okuma becerileri gelişmektedir (McKenna vd., 1995;McKenna vd., 2012;Petscher, 2010). Benzer şekilde diğer araştırmalar da okuma sıklığı ve okuduğunu anlama becerileri arasında pozitif bir ilişkiyi destekler niteliktedir (Becker vd., 2010;Leppanen, Aunola ve Nurmi, 2005;McBride-Chang, Manis, Seidenberg, Custodio ve Doi, 1993;Taylor, Frye ve Maruyama, 1990). Buna karşın okumaya ilişkin olumlu tutuma sahip olmayan öğrenciler iyi bir okur olmak için zaman ayırma eğilimindedirler (Schiefele vd., 2012).…”