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Peer reviewedStanovich, Keith E.; And Others – Child Development, 1985
Third- and fifth-graders, like adults, quickly named words preceded by either an incongruous or a normal incomplete sentence. Results (1) support the assumption that context effects on children's word recognition are caused by spreading-activation and expectancy-based-attentional processes operating simultaneously and (2) indicate that word…
Descriptors: Adults, Context Effect, Elementary Education, Elementary School Students
Peer reviewedStanovich, Keith E.; And Others – Reading Research Quarterly, 1986
Reports that although the traditional domain of developmental lag models has been dyslexia, this type of model is actually more helpful as an aid to understanding the normal achievement variations found among nondyslexic children. (FL)
Descriptors: Developmental Stages, Elementary Education, Grade 3, Grade 5
