caa a22 4500 47578913X CHVBK 20180406123706.0 cr unu---uuuuu 170329e20000901xx s 000 0 eng 10.1007/BF03173178 doi (NATIONALLICENCE)springer-10.1007/BF03173178 Lexical decision and oral reading by poor and normal readers [Elektronische Daten] [Wim van Bon, Paula Tooren, Kees van Eekelen] The primary goal of this study was to compare a paper-and-pencil version of the lexical decision task, which can be administered groupwise, with reading aloud a differently ordered list of the same words and pseudowords. Participants were first and second graders ("normal readers”) and students from schools for children with learning difficulties. On the average, the latter "poor readers” scored at the same oral reading level as the normal readers, but were older. The correlation between both tasks appeared to be high and both tasks had comparable correlations with third variables, suggesting that performance is determined by the same processes. Because the lexical decision task showed little evidence for guessing, it may be an — even better — alternative for oral reading. No differences between participant groups were found that point to different reading strategies. Error analysis, however, indicates that the poor readers probably have a specific problem in the oral reading of pseudowords. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 assessment nationallicence Children nationallicence Dutch nationallicence Lexical decision nationallicence Normal readers nationallicence Oral reading nationallicence Poor readers nationallicence van Bon Wim Department of Special Education (Development & Learning), Faculty of Social Sciences, University of Nijmegen, Postbus 9104, 6500 HE, Nijmegen, The Netherlands aut Tooren Paula Department of Special Education (Development & Learning), Faculty of Social Sciences, University of Nijmegen, Postbus 9104, 6500 HE, Nijmegen, The Netherlands aut van Eekelen Kees Department of Special Education (Development & Learning), Faculty of Social Sciences, University of Nijmegen, Postbus 9104, 6500 HE, Nijmegen, The Netherlands aut European Journal of Psychology of Education Springer Netherlands 15/3(2000-09-01), 259-270 0256-2928 15:3<259 2000 15 10212 https://doi.org/10.1007/BF03173178 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03173178 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- van Bon Wim Department of Special Education (Development & Learning), Faculty of Social Sciences, University of Nijmegen, Postbus 9104, 6500 HE, Nijmegen, The Netherlands aut NATIONALLICENCE 700 1- Tooren Paula Department of Special Education (Development & Learning), Faculty of Social Sciences, University of Nijmegen, Postbus 9104, 6500 HE, Nijmegen, The Netherlands aut NATIONALLICENCE 700 1- van Eekelen Kees Department of Special Education (Development & Learning), Faculty of Social Sciences, University of Nijmegen, Postbus 9104, 6500 HE, Nijmegen, The Netherlands aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/3(2000-09-01), 259-270 0256-2928 15:3<259 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer