Claims

The whole-word presentation effect is independent of target reading accuracy and speed during learning.

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

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? The effect was affected neither by target reading accuracy nor by target reading speed during the learning phase. → Marie-Line Bosse 2015

Evidence

Marie-Line Bosse 2015

Marie-Line Bosse, Nathalie Chaves, Pierre Largy, Sylviane Valdois. (2015). Orthographic learning during reading: the role of whole-word visual processing. Journal of Research in Reading, 38, pp.141-158. https://doi.org/10.1111/j.1467-9817.2012.01551.x

q3 · i? · causal · r?

The pseudoword learning study reports the whole-word presentation effect "was affected neither by target reading accuracy nor by target reading speed", indicating the benefit does not reduce to decoding performance. No effect size is printed.

"This effect was affected neither by target reading accuracy nor by target reading speed during the learning phase."

Discussion

Page metadata
Field Value
type claim
id whole-word-effect-independent-of-decoding-accuracy-speed
title The whole-word presentation effect is independent of target reading accuracy and speed during learning.
description The whole-word presentation effect is independent of target reading accuracy and speed during learning.
status review
evidence_strength moderate
newest_evidence 2015
generated by process:wiki-ingest on 2026-10-16
trust unverified — no one has confirmed this page's content
sources 1 — marie-line-bosse-2015

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