Type-1 performance in reading-related experimental tasks correlates with standardized reading test performance, validating the task battery¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: tool and model accuracy changes quickly

Subclaims¶

q3 i? Type-1 task sensitivity in the reading-related experimental tasks correlated significantly with standardized word and pseudoword reading speed (all ps<0.05), while the non-linguistic emotion recognition task did not correlate with any reading measure. → Ioanna Taouki 2022

Evidence¶

Ioanna Taouki 2022¶

Ioanna Taouki, Marie Lallier, David Soto. (2022). The role of metacognition in monitoring performance and regulating learning in early readers. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09292-0

q3 · i? · associational · r2

Verification-check Spearman correlations in the Grade 1 sample (VA span N=55, lexical decision N=55, emotion recognition N=59; age and non-verbal IQ covariates) confirmed expected convergent validity: e.g., word speed correlated with VA span d' (r=0.947, p<0.001, BF10>100) and lexical decision d' (r=0.416, p=0.005), while emotion recognition d' did not (e.g., r=-0.018, p=0.893).

"a strong association was shown between participants’ type-1 task sensitivity in the reading-related experimental tasks and their performance in the standardised reading tests (all ps < 0.05)."

Discussion¶

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