MétaCan
Menu
Back to cohort

Predicting growth of nonword reading and letter‐sound knowledge following rime‐ and phoneme‐based teaching

2004· article· en· W1998550529 on OpenAlexaff
Robert Savage, Sue Carless

Bibliographic record

VenueJournal of Research in Reading · 2004
Typearticle
Languageen
FieldPsychology
TopicReading and Literacy Development
Canadian institutionsMcGill University
Fundersnot available
KeywordsHard rimePsychologyReading (process)Phonological awarenessPhonemic awarenessRhymeTest (biology)LinguisticsPhonologyAudiologySound (geography)Cognitive psychologyPoetryArt

Abstract

fetched live from OpenAlex

The present study sought to extend a recent study by Savage, Carless and Stuart , by looking at the pre‐test phonological skills that predicted improvements in letter‐sound knowledge and nonword reading. Results showed overall that phoneme manipulation predicted improvements in nonword reading and letter‐sound knowledge even when pre‐test scores on the respective dependent variables were controlled. Pre‐test letter‐sound knowledge was an independent predictor of nonsense word reading. Overall, onset‐rime manipulation did not add to the prediction of outcome. Onset‐rime manipulation predicted decoding improvements in a subgroup where children were exposed to both rime and phoneme‐based teaching.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.007
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: Observational
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.003
Threshold uncertainty score0.006

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0010.007
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.001
Open science0.0000.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0020.001

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.064
GPT teacher head0.423
Teacher spread0.360 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designObservational
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations15
Published2004
Admission routes1
Has abstractyes

Explore more

Same venueJournal of Research in ReadingSame topicReading and Literacy DevelopmentFrench-language works237,207