The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities |
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| Authors: | Laura M Steacy Lesly Wade-Woolley Jay G Rueckl Kenneth R Pugh James D Elliott Donald L Compton |
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| Institution: | 1. Florida Center for Reading Research, Florida State University, Tallahassee, USAlsteacy@fcrr.org;3. Communication Sciences and Disorders, University of South Carolina, Columbia, USA;4. Department of Psychological Sciences, University of Connecticut, Storrs, USA;5. Haskins Laboratories, New Haven, USA;6. Haskins Laboratories, New Haven, USA;7. Florida Center for Reading Research, Florida State University, Tallahassee, USA |
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| Abstract: | ABSTRACTIn a quasiregular orthography like English, children inevitably encounter irregular words during reading. Previous research suggests successful reading of an irregular word depends at least partially on a child’s ability to address the mismatch between decoded form and stored word pronunciation, referred to as a child’s set for variability, and the word’s relative transparency, measured here using a spelling to pronunciation transparency rating. Item-level analyses were used to explore the relationship between general child performance on the set for variability mispronunciation task, word specific set for variability (predicting reading of that word), spelling to pronunciation transparency rating, and irregular word reading. Significant predictors included general word reading, general set for variability performance, and item-specific set for variability performance; word frequency and spelling to pronunciation transparency rating; and an interaction between word reading and the transparency rating. Results underscore the importance of considering both general and item-specific factors affecting irregular word reading. |
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