Article Instance

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{
    "pk": 28010,
    "title": "Examination of the Role of Book Layout, Executive Function, and Processing SpeedOn Children’s Decoding and Reading Comprehension",
    "subtitle": null,
    "abstract": "Books designed for beginning readers typically intermix textwith illustrations in close proximity. Prior research suggeststhis standard layout may reduce literacy skills due toincreased attentional competition between text andillustrations. The current study extends this work byexamining whether manipulations to the book layout canenhance reading performance and explores whether individualdifferences in executive function and processing speed arerelated to children’s decoding and reading comprehensionwhen reading books which utilize the standard layout.Separating text and illustrations improved readingcomprehension. Preliminary results also suggest workingmemory, inhibitory control, and processing speed are relatedto reading performance.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "attention; selective sustained attention; reading;reading fluency; decoding; reading comprehension;illustrations; executive function; inhibitory control; workingmemory; processing speed"
        }
    ],
    "section": "Publication-based-Talks",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/9492c03x",
    "frozenauthors": [
        {
            "first_name": "Karrie",
            "middle_name": "E",
            "last_name": "Godwin",
            "name_suffix": "",
            "institution": "Kent State",
            "department": ""
        },
        {
            "first_name": "Cassondra",
            "middle_name": "M",
            "last_name": "Eng",
            "name_suffix": "",
            "institution": "Carnegie Mellon",
            "department": ""
        },
        {
            "first_name": "Rachael",
            "middle_name": "",
            "last_name": "Todaro",
            "name_suffix": "",
            "institution": "Kent State",
            "department": ""
        },
        {
            "first_name": "Grace",
            "middle_name": "",
            "last_name": "Murray",
            "name_suffix": "",
            "institution": "Kent State",
            "department": ""
        },
        {
            "first_name": "Anna",
            "middle_name": "V",
            "last_name": "Fisher",
            "name_suffix": "",
            "institution": "Carnegie Mellon",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2018-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28010/galley/17649/download/"
        }
    ]
}