The DOI matches its Crossref record; 14 of the 14 references it cites were found in a registry or an index.
Assessment of lexical and nonlexical reading abilities in children: Some normative data
Abstract
Our sample consisted of 420 children who were making normal progress in learning to read (35 girls and 35 boys at each of the ages from 7 to 12 years inclusive, from a variety of schools in Sydney). They were given a set of 30 exception words, 30 nonwords, and 30 regular words to read aloud. As predicted by a dual-route account of learning to read, the correlations between regular word and exception word reading accuracy and between regular word and nonword reading accuracy were higher than the correlation between exception word and nonword reading accuracy; also as predicted by this account, regular word reading accuracy was higher than exception word and nonword reading accuracy.We present our data as age-related norms which can be used in conjunction with our materials to assess how well children in this age range who appear to have reading difficulties are acquiring the lexical and nonlexical reading procedures as they learn to read.
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“In development, exception words (e.g., blood , bouquet ) are acquired later than are regular words (e.g., bed , brandy ) (Coltheart & Leahy, 1996).”
From FREQUENCY EFFECTS IN LANGUAGE PROCESSING: A Review with Implications for Theories of Implicit and Explicit Language Acquisition (2002) · cites this paper as Coltheart & Leahy, 1996
Citations
Cites
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Cited by
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Items 101–112 of 112
Bourne, R. J. (2002) · The Sydney eScholarship Repository (The University of Sydney) · Cited by 1
Bourne, R. J., & Whiting, P. R. (2004)
Turk, R. (2019) · Nottingham Trent University's Institutional Repository (Nottingham Trent Repository)
Evaluation of the Cellfield Intervention for Dyslexia: Behavioural and Electrophysiological Outcomes
Sander, J. (2008) · UTAS Research Repository · doi:10.25959/23221181
Styles, E. (2005) · Oxford University Press eBooks · doi:10.1093/acprof:oso/9780198526544.003.0006
(2005) · Oxford University Press eBooks · doi:10.1093/acprof:oso/9780198526544.002.0007
(2005) · Oxford University Press eBooks · doi:10.1093/acprof:oso/9780198526544.002.0008
(2005) · Oxford University Press eBooks · doi:10.1093/acprof:oso/9780198526544.002.0004
Metadata
- Authors
- Coltheart, M., & Leahy, J.
- Affiliations
- Macquarie University (AU)
- ORCID
- Coltheart, Max
- Venue
- Australian Journal of Psychology
- Publisher
- Informa UK Limited
- Published
- 1996-12-01
- Volume
- 48
- Issue
- 3
- Pages
- 136-140
- ISSN
- 0004-9530 (ISSN-L)
- 1742-9536
- OpenAlex
- W2005249303
- Cited by
- 112
- References
- 14
- Citations by year
- 2025: 1 · 2021: 1 · 2020: 1 · 2019: 4 · 2018: 3 · 2017: 2 · 2016: 3 · 2015: 2 · 2014: 2 · 2013: 4 · 2012: 4
- FWCI
- 4.25
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Australian Journal of Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- reading acquisition, exception words, nonword reading, lexical reading, age norms, reading assessment, children, dyslexia
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