Results are not fully in line with current theories on the representation of orthographic knowledge¶

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? The finding that parallel processing emerges for words before nonwords does not fully fit current theories that frame orthographic knowledge as either word-specific lexical knowledge or a sublexical associative network. → 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

The authors' interpretation of the latent class findings from 314 Dutch children: "The results are not fully in line with current theories on the representation of orthographic knowledge." The article discusses implications for models of the reading process.

"The results are not fully in line with current theories on the representation of orthographic knowledge. Implications in terms of models of the reading process are discussed."

Discussion¶

Related Claims¶

• Latent class analyses distinguish classes of children who read letter strings serially versus in parallel for both word and nonword reading — related
• Irregular word and pseudoword spelling dissociate after controlling for year group, consistent with distinct lexical and sublexical processes — related
• Reading is the strongest predictor of spelling across all word types, while sublexical knowledge predicts pseudoword spelling only and is negatively associated with irregular word spelling — related