Assessing print exposure and orthographic processing skill in children: A quick measure of reading experience.

Abstract

In a study of third- and fourth-grade children it was established that orthographic processing ability can account for variance in word recognition skill after the variance due to phonological processing has been partialed out. This independent orthographic variances was related to performance on a new measure of individual differences in exposure to print, the Title Recognition Test (TRT), that has a very brief administration time. Additionally, some of the orthographic processing variance linked to word recognition ability was not shared with either phonological processing measures or with print exposure

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