Discourse Context, Word Identification and Reading Ability [electronic resource] / Charles A. Perfetti.
One model of interactive processing useful in describing word identification processes in discourse context is of a weakly interactive type. This type assumes that the time to identify a word in context is an activation function, whereas the time to activate a word in memory beyond some criterial id...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1983.
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| Subjects: |
MARC
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| 040 | |a ericd |c ericd |d MvI | ||
| 088 | |a LRDC-1983/21 | ||
| 099 | |f ERIC DOC # |a ED240535 | ||
| 099 | |f ERIC DOC # |a ED240535 | ||
| 100 | 1 | |a Perfetti, Charles A. | |
| 245 | 1 | 0 | |a Discourse Context, Word Identification and Reading Ability |h [electronic resource] / |c Charles A. Perfetti. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1983. | ||
| 300 | |a 12 p. | ||
| 500 | |a ERIC Document Number: ED240535. | ||
| 500 | |a Sponsoring Agency: National Inst. of Education (ED), Washington, DC. |5 ericd. | ||
| 500 | |a ERIC Note: Reprinted from "Language and Comprehension," J. F. Le Ny and W. Kintsch, Eds. |5 ericd. | ||
| 520 | |a One model of interactive processing useful in describing word identification processes in discourse context is of a weakly interactive type. This type assumes that the time to identify a word in context is an activation function, whereas the time to activate a word in memory beyond some criterial identification threshold is a multiplicative function of context plus the individual's basic word processing rate. Studies confirm this model's predictions for individual differences in the time to read a word in context: skilled readers identify words more quickly and are affected less either by context or by stimulus degrading than unskilled readers. Conversly, while less skilled readers are more dependent on context to compensate for less efficient word identification skills, they are less able to use context to predict words. (HOD) | ||
| 650 | 0 | 7 | |a Comparative Analysis. |2 ericd. |
| 650 | 1 | 7 | |a Context Clues. |2 ericd. |
| 650 | 0 | 7 | |a Decoding (Reading) |2 ericd. |
| 650 | 1 | 7 | |a Models. |2 ericd. |
| 650 | 1 | 7 | |a Reading Ability. |2 ericd. |
| 650 | 0 | 7 | |a Reading Difficulties. |2 ericd. |
| 650 | 1 | 7 | |a Reading Rate. |2 ericd. |
| 650 | 0 | 7 | |a Reading Research. |2 ericd. |
| 650 | 0 | 7 | |a Reading Skills. |2 ericd. |
| 650 | 1 | 7 | |a Word Recognition. |2 ericd. |
| 650 | 1 | 7 | |a Word Study Skills. |2 ericd. |
| 710 | 2 | |a University of Pittsburgh. |b Learning Research and Development Center. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED240535.pdf |z Full Text (via ERIC) |
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