Open AccessCapitalizing on the promise of item-level analyses to inform new understandings of word reading development
Author(s) -
Laura M. Steacy
Publication year - 2020
Publication title -
annals of dyslexia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.784
H-Index - 49
eISSN - 1934-7243
pISSN - 0736-9387
DOI - 10.1007/s11881-020-00203-z
Subject(s) - variety (cybernetics) , reading (process) , psycholinguistics , field (mathematics) , computer science , word (group theory) , dyslexia , psychology , cognitive psychology , linguistics , cognitive science , artificial intelligence , cognition , philosophy , mathematics , neuroscience , pure mathematics
This special issue was expressly designed to illustrate how item-level analytic models can be employed to answer new questions in the field of reading. To accomplish this, we present a compilation of six empirical studies that explore how item-level analyses can be used to advance the field's understanding of word reading development. In this introduction to the special issue, I summarize the unique advantages of item-level analyses and discuss how the papers in this special issue are valuable examples of how item-focused analyses can be used in a variety of ways to address important questions across orthographies, word characteristics, and tasks.