Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling.
Abstract
This study assessed the construct validity of a recently introduced measure of children's exposure to print, the Title Recognition Test (TRT)
Integrity signals
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Cites
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Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The time-on-task principle: the more time you spend doing something, the better you are likely to be at doing it.
“The time-on-task principle simply says that the more time you spend doing something, the better you are likely to be at doing it.”
From The Four Strands (2007) · cites this paper as Cunningham & Stano v ich, 1991
Those who read a lot are better readers.
“those who read a lot are better readers (Cunningham & Stano v ich, 1991)”
From The Four Strands (2007) · cites this paper as Cunningham & Stano v ich, 1991
Cites
Two-component models of socially desirable responding.
Paulhus, D. L. (1984) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.46.3.598 · Cited by 3,013 · see citing works
Response bias, social desirability and dissimulation
Furnham, A. (1986) · Personality and Individual Differences · doi:10.1016/0191-8869(86)90014-0 · Cited by 1,033 · see citing works
The Psychology of Reading for Pleasure: Needs and Gratifications
Nell, V. (1988) · Reading Research Quarterly · doi:10.2307/747903 · Cited by 187 · cited 1× · see citing works
“Standard questionnaire techniques have been used with both children and adults to assess exposure to print outside of the classroom (Ennis, 1965; Nell, 1988; Sharon, 1973-1974; Stanovich & West, 1989; Walberg & Tsai, 1984), but these are encumbered with a number of problems.”
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Flagged first, then by citations
Cited by
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Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995) · Review of Educational Research · doi:10.3102/00346543065001001 · Cited by 2,063 · see citing works
To read or not to read: a meta-analysis of print exposure from infancy to early adulthood
Mol, S. E., & Bus, A. G. (2011) · Psychological Bulletin · doi:10.1037/a0021890 · Cited by 1,299 · see citing works
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S., & Hecht, S. (1997) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0102_4 · Cited by 641 · see citing works
Nation, P. (2007) · Innovation in Language Learning and Teaching · doi:10.2167/illt039.0 · Cited by 494 · see citing works
Duncan, L. G., McGeown, S. P., Griffiths, Y. M., Stothard, S. E., & Dobai, A. (2016) · British Journal of Psychology · doi:10.1111/bjop.12134 · Cited by 105 · see citing works
Deacon, S. H., Wade‐Woolley, L., & Kirby, J. R. (2009) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2009.01392.x · Cited by 100 · see citing works
The effect of game-based learning on the acquisition of intramuscular injection skills
Gokalp, M. G., Yucel, S. C., & Yilmaz, O. (2025) · Nurse Education in Practice · doi:10.1016/j.nepr.2024.104172 · Cited by 8 · see citing works
- Authors
- Cunningham, A. E., & Stanovich, K. E.
- Affiliations
- University of California, Berkeley (US)
- ORCID
- Stanovich, Keith E.
- Venue
- Journal of Educational Psychology
- Published
- 1991-06
- Volume
- 83
- Issue
- 2
- Pages
- 264-274
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2072628225
- Cited by
- 493
- References
- 3
- Citations by year
- 2026: 4 · 2025: 9 · 2024: 13 · 2023: 6 · 2022: 20 · 2021: 13 · 2020: 17 · 2019: 19 · 2018: 17 · 2017: 16 · 2016: 21 · 2015: 23 · 2014: 22 · 2013: 16 · 2012: 28
- FWCI
- 13.74
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- print exposure, children, vocabulary, general knowledge, spelling, construct validity, reading development
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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