Development of automatic and speeded reading of printed words |
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| Affiliation: | 1. Department of Psychology, Northwestern University, Evanston, IL 60208, USA;2. Department of Psychology, University of Wisconsin–Madison, Madison, WI 53706, USA;3. Center for Human Growth and Development, University of Michigan, Ann Arbor, MI 48104, USA;1. Department of Oral and Maxillofacial Surgery (Head: Prof. Dr. F.K.L. Spijkervet), University of Groningen, University Medical Center Groningen, P.O. Box 30.001, NL-9700 RB Groningen, The Netherlands;2. Department of Neurosurgery, University of Groningen, University Medical Center Groningen, P.O. Box 30.001, NL-9700 RB Groningen, The Netherlands;3. Department of Fixed and Removable Prosthodontics, University of Groningen, University Medical Center Groningen, A. Deusinglaan 1, 9713AV Groningen, The Netherlands;1. Pediatric Neuroimaging Research Consortium, Reading and Literacy Discovery Center, Cincinnati Children׳s Hospital Medical Center, Cincinnati, OH, United States;2. The Neurocognitive Center for Literacy, Language and Reading Development, Faulty of Education in Sciences and Technology, The Technion, Haifa, Israel;1. Babeş-Bolyai University, Department of Clinical Psychology and Psychotherapy, Cluj-Napoca, Romania;2. Vrije Universiteit Brussel, Clinical and Life Span Psychology Department, Brussels, Belgium;3. Vrije Universiteit Brussel, Robotics and Multibody Mechanics Research Group, Brussels, Belgium |
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| Abstract: | Two experiments explored the development of automaticity and speed in dealing with the meanings of printed words. Subjects were first-, second-, third-, and fifth-graders and college students. Automaticity was assessed with a dual-task procedure that required subjects to match words on the basis of semantic category while monitoring a tone (Experiment 1). Speed was assessed by requiring subjects to make rapid decisions about a word's identity and meaning (Experiment 2). A sharp decline in amount of attention allocated to reading and categorizing printed words was found between first and second grade. A smaller, but reliable, decrease occurred after third grade. A large decrease in the time required to identify and categorize words was also observed between first and second grade, as well as at each succeeding grade. Adults allocated some attention to reading words, and the amount declined over three practice sessions. The results indicate that automaticity and speed in recognizing the meanings of familiar printed words take slightly different developmental courses, although the most rapid changes in both measures occur prior to second grade. The study also revealed that adults may not be fully “automatic”, in the sense of allocating no attention to word reading. |
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