Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance

Abstract

Set for variability (SfV) is an oral language task which requires an individual to disambiguate the mismatch between the decoded form of an irregular word and its actual lexical pronunciation. For example, in the task, the word wasp is pronounced to rhyme with clasp (i.e., /wæsp/) and the individual must recognize the actual pronunciation of the word to be /wɒsp/. SfV has been shown to be a significant predictor of both item-specific and general word reading variance above and beyond that associated with phonemic awareness skill, letter-sound knowledge, and vocabulary skill. However, very little is known about the child characteristics and item features that affect SfV item performance. In this study we explored whether word features and child characteristics that involve phonology only are adequate to explain item-level variance in SfV performance or whether including predictors that involve the connection between phonology and orthography explain additional variance. To accomplish this we administered the SfV task (N=75 items) to a sample of grade 2-5 children (N=489) along with a battery of other reading related measures. Results suggest that variance in SfV performance is uniquely accounted for by measures tapping phonological skill along with those capturing knowledge of phonology to orthography associations, but only in children with better decoding skill. Additionally, word reading skill was found to moderate the influence of other predictors suggesting that how the task is approached may be impacted by word reading and decoding ability.

Flexible phonics: a complementary ‘next generation’ approach for teaching early reading

“…We now have good evidence that this flexible ability to adjust from a ‘spelling pronunciation’ derived from sequentially applying common phonic rules (e.g. ‘c’‐‘a’‐‘t’ or ‘w’‐‘a’‐‘s’) to then derive the standard pronunciation of both regular and exception words (i.e., ‘cat’ and ‘was’), marks out the most capable readers and young children who will go on to be stronger readers (e.g., Edwards et al, 2022; Elbro et al, 2012; Kearns et al, 2016; Steacy et al, 2016, Steacy et al, 2019; Tunmer and Chapman, 2012). Edwards et al (2022), show that this mental flexibility in phonics is one of the strongest predictors of word reading, and that the likelihood of a capable phonic decoder reading a given exception word reflects in large part the distance between that word's conventional and spelling pronunciations.…”