Title Visual multi-element processing as a pre-reading predictor of decoding skill
Authors Onochie-Quintanilla, Eduardo, Defior, Sylvia, SIMPSON, IAN CRAIG, SIMPSON, IAN CRAIG
External publication No
Means J. Mem. Lang.
Scope Article
Nature Científica
JCR Quartile 1
SJR Quartile 1
JCR Impact 2.82900
SJR Impact 1.89300
Area International
Web https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006320774&doi=10.1016%2fj.jml.2016.11.003&partnerID=40&md5=7ab587c33199946fb5f2cffaa3399382
Publication date 01/06/2017
ISI 000399628100009
Scopus Id 2-s2.0-85006320774
DOI 10.1016/j.jml.2016.11.003
Abstract A lack of longitudinal studies impedes the understanding of whether visual processing skills significantly influence reading performance. The present study assessed if multi element processing (MEP), a visual processing task comprising only non-verbal stimuli, was predominantly related with decoding or sight-word reading. One hundred Spanish pre-reading children were evaluated on their MEP, naming speed (RAN), phonemic awareness (PA), letter knowledge (LK) and IQ. Early reading level was measured in first grade. In third grade, four reading lists consisting of short and long, high- and low-frequency words were administered. Results from path analyses revealed that, after controlling for RAN, PA, LK, IQ and early reading level, MEP was a significant predictor of the reading of long low frequency words only. This result suggests that, in the transparent Spanish orthography, pre-reading MEP is significantly linked to future decoding skill. This is the first study to provide empirical evidence that pre-reading MEP predicts future reading. (C) 2016 Elsevier Inc. All rights reserved.
Keywords Pre-reading cognitive skills; Visual multi-element processing; Phonemic awareness; RAN; Longitudinal predictors; Reading; Spanish
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