Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Adults | 2 |
| Models | 2 |
| Reading Ability | 2 |
| Word Recognition | 2 |
| Association (Psychology) | 1 |
| Associative Learning | 1 |
| Comparative Analysis | 1 |
| Comprehension | 1 |
| Decoding (Reading) | 1 |
| Identification | 1 |
| Individual Differences | 1 |
| More ▼ | |
Author
| Katz, Leonard | 2 |
| Baldasare, John | 1 |
| Brancazio, Larry | 1 |
| Irwin, Julia | 1 |
| Katz, Stephen | 1 |
| Magnuson, James | 1 |
| Whalen, D. H. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkKatz, Leonard; Brancazio, Larry; Irwin, Julia; Katz, Stephen; Magnuson, James; Whalen, D. H. – Reading and Writing: An Interdisciplinary Journal, 2012
The lexical decision (LD) and naming (NAM) tasks are ubiquitous paradigms that employ printed word identification. They are major tools for investigating how factors like morphology, semantic information, lexical neighborhood and others affect identification. Although use of the tasks is widespread, there has been little research into how…
Descriptors: Semantics, Sight Vocabulary, Phonological Awareness, Identification
Peer reviewedKatz, Leonard; Baldasare, John – Journal of Educational Psychology, 1983
Phonological coding in printed-word recognition in English was studied by examining the use made of syllable information by skilled and less skilled readers in the second grade and by adults. The results are discussed in terms of an interactive model of reading. (Author/PN)
Descriptors: Adults, Association (Psychology), Associative Learning, Comparative Analysis
