Latent class analyses distinguish classes of children who read letter strings serially versus in parallel for both word and nonword reading¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Latent class analyses based on correlations of word and nonword reading with serial and discrete digit naming distinguished two classes of readers for both word and nonword reading. → van den Boer 2015

Evidence¶

van den Boer 2015¶

van den Boer, M., & de Jong, P. F. (2015). Parallel and serial reading processes in children's word and nonword reading. Journal of Educational Psychology, 107(1), 141-151. https://doi.org/10.1037/a0037101

q3 · i? · associational · r2

Latent class analysis of digit, word, and nonword naming tasks administered to 314 Dutch 2nd, 3rd, and 5th graders. The authors report that "The 2 classes of readers were distinguished for both word and nonword reading"; no effect size is printed.

"We used latent class analyses to distinguish between readers who processed the letter strings serially or in parallel, based on the correlation patterns of word and nonword reading with serial and discrete digit naming. The 2 classes of readers were distinguished for both word and nonword reading."

Discussion¶

Related Claims¶

• Reader classes reflect a developmental shift from serial reading of all letter strings toward parallel processing of words and, later, nonwords — related
• Serial and parallel reader classes differ in sensitivity to word and nonword length, supporting class validity — related
• Results are not fully in line with current theories on the representation of orthographic knowledge — related