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Development of gestalt-reading processes in children: assessment using the Boder test

G A Chiarenza1, P Coati, M Cucci

  • 1Servizio di Neuropsichiatria Infantile USSL 68 RHO (MI) Corso Europa, Milano, Italy.

Acta Paedopsychiatrica
|January 1, 1994
PubMed
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The visual-gestalt reading process is fully developed by age 7, enabling children to recognize known words quickly. Reading time for familiar words stabilizes by this age, while unfamiliar words take longer to read.

Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Educational Psychology

Background:

  • Reading involves visual-gestalt (for known words) and analytic-phonetic (for unknown words) processes.
  • Boder's reading test initially lacked controls for word exposition time (ET) and reading time (RT).
  • Accurate assessment of reading processes requires precise measurement of ET and RT.

Purpose of the Study:

  • To determine the minimum ET for words in a child's sight vocabulary.
  • To assess the RT for words read via the gestalt process.
  • To investigate the developmental trajectory of these reading processes in primary schoolchildren.

Main Methods:

  • Seventy-five primary schoolchildren (grades 1-5) were tested.
  • Participants were presented with 100 meaningful (MF) and 100 meaningless (ML) words.

Related Experiment Videos

  • Word exposition times (ET) ranged from 150 to 650 ms.

    • Main Results:

    • The visual-gestalt reading process is fully developed by age 7.
    • 95% of meaningful words were read correctly at age 7, irrespective of ET.
    • Reading time for meaningful words stabilized after age 7, while meaningless words consistently took longer to read.

    Conclusions:

    • The gestalt reading process is mature by age 7.
    • Reading time for familiar words is stable in children aged 7 and older.
    • Reading meaningless words requires more time than meaningful words, especially in older children (8-10 years).