Word identification adds unique variance and moderates SfV performance, with a three-way word attack × word identification × max P→O surprisal interaction¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The probability of a correct SfV response was .35 at 1SD above the mean on word identification versus .19 at 1SD below, at the mean of all other predictors. → Edwards 2022 q2 i? The three-way interaction showed children high on both word identification and word attack showed the greatest impact of phonology-orthography consistency, while those with low word attack were essentially unaffected. → Edwards 2022 (2) q2 i? The full model explained 76.01% of child-level and 48.82% of word-level variance, an extra 6.57% and 0.13% above the phonology-orthography connection model. → Edwards 2022 (3)

Evidence¶

Edwards 2022¶

Edwards, A. A., Steacy, L. M., Seigelman, N., Rigobon, V. M., Kearns, D. M., Rueckl, J. G., & Compton, D. L. (2022). Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance. Journal of Educational Psychology, 114(6). https://doi.org/10.1037/edu0000696

q2 · i? · associational · r3

Model 4 (full prediction model) of the cross-classified analysis. The article reports the word identification main effect with probabilities of ".35 at 1SD above the mean on WID" versus .19 below.

"The main effect of word identification suggests that at the mean of all other predictors, the probability of a correct response is .35 at 1SD above the mean on WID compared to a probability of .19 at 1SD below the mean on WID."

Edwards 2022 (2)¶

Edwards, A. A., Steacy, L. M., Seigelman, N., Rigobon, V. M., Kearns, D. M., Rueckl, J. G., & Compton, D. L. (2022). Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance. Journal of Educational Psychology, 114(6). https://doi.org/10.1037/edu0000696

q2 · i? · associational · r3

Results text on the significant three-way interaction between word attack, word identification, and max P→O surprisal (Figure 3). The article interprets this as knowledge of the phonology-orthography connection being required for orthographic facilitation.

"Interestingly, this interaction also shows that those with low word attack skills are essentially unaffected by this consistency regardless of word identification skills."

Edwards 2022 (3)¶

Edwards, A. A., Steacy, L. M., Seigelman, N., Rigobon, V. M., Kearns, D. M., Rueckl, J. G., & Compton, D. L. (2022). Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance. Journal of Educational Psychology, 114(6). https://doi.org/10.1037/edu0000696

q2 · i? · associational · r3

Variance increments for the full prediction model. The study reports the model "explained 76.01% of the child-level variance" and 48.82% of word-level variance with the printed extra amounts.

"This model explained 76.01% of the child-level variance, 48.82% of the word-level variance, and 99.17% of the school-level variance, an extra 6.57%, 0.13%, and 6.99% respectively above the phonology-orthography connection predictor model."

Discussion¶

Related Claims¶

• Phonological predictors (phonological awareness and number of phonological competitors) add unique variance to SfV item performance beyond general predictors — related
• Set for Variability performance is strongly correlated with word identification, word attack, phonological awareness, and vocabulary in grades 2–5 — related
• Word attack and the word attack × max P→O surprisal interaction add variance beyond phonology, indicating phonology-to-orthography knowledge contributes to SfV performance — related