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a collaborative knowledge base characterizing the state of current thought in Cognitive Science.
a nationally normed measure of word reading accuracy and fluency that provides an efficient means of monitoring the growth of two kinds of word reading skills that are critical in the development of overall reading ability: the ability to accurately recognize familiar words as whole units or “sight words” and the ability to “sound out” words quickly.

Definition contributed by Anonymous
Test of Word Reading Efficiency has been asserted to measure the following CONCEPTS
Phenotypes associated with Test of Word Reading Efficiency

Disorders

No associations have been added.

Traits

No associations have been added.

Behaviors

No associations have been added.


IMPLEMENTATIONS of Test of Word Reading Efficiency
No implementations have been added.
EXTERNAL DATASETS for Test of Word Reading Efficiency
No implementations have been added.
CONDITIONS

Experimental conditions are the subsets of an experiment that define the relevant experimental manipulation.

CONTRASTS

You must specify conditions before you can define contrasts.


In the Cognitive Atlas, we define a contrast as any function over experimental conditions. The simplest contrast is the indicator value for a specific condition; more complex contrasts include linear or nonlinear functions of the indicator across different experimental conditions.

INDICATORS
accuracy
speed

An indicator is a specific quantitative or qualitative variable that is recorded for analysis. These may include behavioral variables (such as response time, accuracy, or other measures of performance) or physiological variables (including genetics, psychophysiology, or brain imaging data).

Term BIBLIOGRAPHY

Genetic influences on early word recognition abilities and disabilities: a study of 7-year-old twins.
Harlaar N, Spinath FM, Dale PS, Plomin R
Journal of child psychology and psychiatry, and allied disciplines (J Child Psychol Psychiatry)
2005 Apr

Reading exposure: a (largely) environmental risk factor with environmentally-mediated effects on reading performance in the primary school years.
Harlaar N, Dale PS, Plomin R
Journal of child psychology and psychiatry, and allied disciplines (J Child Psychol Psychiatry)
2007 Dec