Abstract
A central problem in evaluation research is the assessment of effects of instructional strategies on specific information processing skills. The goal of the research project on which I shall report is to develop and validate techniques for measuring perceptual and cognitive skills that are related to reading proficiency, and to investigate how deficiencies in particular skills may limit an individual’s ability to read with speed and comprehension. The measures to be developed are chosen to represent five skill domains or levels of processing, as illustrated in Figure 1.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Reference Note
Landauer, T. K., Didner, R. S., & Fowlkes, E. B. Processing stages in word naming: Reaction time effects of letter degradation and word frequency. Technical Memorandum, Bell Laboratories, Murray Hill, NJ, 1976.
References
Mayzner, M. S., & Tresselt, M. E. Tables of single-letter and bigram frequency counts for various word-length and letter position combinations. Psychonomic Monograph Supplements, 1965, 1 (2), 13–32.
Perfetti, C. A., & Hogaboam, T. The relationship between single word decoding and reading comprehension skill. Journal of Educational Psychology, 1975, 67, 461–469.
Spoehr, K. T., & Smith, E. E. The role of syllables in perceptual processing. Cognitive Psychology, 1973, 5, 71–89.
Venezky, R. L. The structure of English orthography. The Hague: Mouton and Co., 1970.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1978 Plenum Press, New York
About this chapter
Cite this chapter
Frederiksen, J.R. (1978). Assessment of Perceptual, Decoding, and Lexical Skills and Their Relation to Reading Proficiency. In: Lesgold, A.M., Pellegrino, J.W., Fokkema, S.D., Glaser, R. (eds) Cognitive Psychology and Instruction. Nato Conference Series, vol 5. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-2535-2_15
Download citation
DOI: https://doi.org/10.1007/978-1-4684-2535-2_15
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4684-2537-6
Online ISBN: 978-1-4684-2535-2
eBook Packages: Springer Book Archive