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Title: Children and adults both see 'pirates' in 'parties' : letter-position effects for developing readers and skilled adult readers
Authors: Paterson, Kevin B.
Read, Josephine
McGowan, Victoria A.
Jordan, Timothy R.
First Published: 23-Jul-2014
Publisher: Wiley for International Association of Bioethics
Citation: Developmental Science, 2014, doi: 10.1111/desc.12222
Abstract: Developing readers often make anagrammatical errors (e.g. misreading pirates as parties), suggesting they use letter position flexibly during word recognition. However, while it is widely assumed that the occurrence of these errors decreases with increases in reading skill, empirical evidence to support this distinction is lacking. Accordingly, we compared the performance of developing child readers (aged 8-10 years) against the end-state performance of skilled adult readers in a timed naming task, employing anagrams used previously in this area of research. Moreover, to explore the use of letter position by developing readers and skilled adult readers more fully, we used anagrams which, to form another word, required letter transpositions over only interior letter positions, or both interior and exterior letter positions. The patterns of effects across these two anagram types for the two groups of readers were very similar. In particular, both groups showed similarly slowed response times (and developing readers increased errors) for anagrams requiring only interior letter transpositions but not for anagrams that required exterior letter transpositions. This similarity in the naming performance of developing readers and skilled adult readers suggests that the end-state skilled use of letter position is established earlier during reading development than is widely assumed.
DOI Link: 10.1111/desc.12222
ISSN: 1363-755X
eISSN: 1467-7687
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2014, Wiley. Deposited with reference to the publisher’s archiving policy available on the SHERPA/RoMEO website.
Appears in Collections:Published Articles, School of Psychology

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