Valeria Rigobon
| Contact category | Researcher |
|---|---|
| Job title | Lecturer |
| Research institute | Faculty of Education and Arts |
| Faculty of Education and Arts | |
| ORCID | https://orcid.org/0000-0002-7089-1764 |
Research outputs
Spelling-to-pronunciation transparency ratings for the 20,000 most frequently written English words
Edwards, Ashley A., Rigobon, Valeria M., Steacy, Laura M. and Compton, Donald L.. (2023). Spelling-to-pronunciation transparency ratings for the 20,000 most frequently written English words. Behavior Research Methods. pp. 1-14. https://doi.org/10.3758/s13428-023-02205-2Journal article
Modeling item-level spelling variance in adults : Providing further insights into lexical quality
Rigobon, Valeria M., Gutiérrez, Nuria, Edwards, Ashley A., Marencin, Nancy, Borkenhagen, Matt Cooper, Steacy, Laura M. and Compton, Donald L.. (2023). Modeling item-level spelling variance in adults : Providing further insights into lexical quality. Scientific Studies of Reading. pp. 1-22. https://doi.org/10.1080/10888438.2023.2234519Journal article
Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals?
Rigobon, V. M., Gutiérrez, N., Edwards, A. A., Abes, D., Steacy, L. M. and Compton, D. C.. (2023). Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals? Bilingualism: Language and Cognition. 26(5), pp. 924-941. https://doi.org/10.1017/S1366728923000093Journal article
Examining the relationship between word reading and nonword reading development within an orthographic learning framework : Are there variations as a function of SES and reading ability?
Edwards, Ashley A., Steacy, Laura M., Rigobon, Valeria M., Petscher, Yaacov and Compton, Donald L.. (2023). Examining the relationship between word reading and nonword reading development within an orthographic learning framework : Are there variations as a function of SES and reading ability? Elementary School Journal. 123(3), pp. 396-413. https://doi.org/10.1086/723396Journal article
The Development of Early Orthographic Representations in Children - The Lexical Asymmetry Hypothesis and Its Implications for Children with Dyslexia
Compton, Donald L., Steacy, Laura M., Gutiérrez, Nuria, Rigobon, Valeria, Edwards, Ashley A. and Marencin, Nancy C.. (2023). The Development of Early Orthographic Representations in Children - The Lexical Asymmetry Hypothesis and Its Implications for Children with Dyslexia. In Handbook on the Science of Early Literacy pp. 312-324 Guilford Press.Book chapter
Early prediction of reading risk in fourth grade : A combined latent class analysis and classification tree approach
Gutiérrez, Nuria, Rigobon, Valeria, Marencin, Nancy C., Edwards, Ashley A., Steacy, Laura M. and Compton, Donald L.. (2023). Early prediction of reading risk in fourth grade : A combined latent class analysis and classification tree approach. Scientific Studies of Reading. 27(1), pp. 21-38. https://doi.org/10.1080/10888438.2022.2121655Journal article
Set for variability as a critical predictor of word reading : Potential implications for early identification and treatment of dyslexia
Steacy, Laura M., Edwards, Ashley A., Rigobon, Valeria M., Gutiérrez, Nuria, Marencin, Nancy C., Siegelman, Noam, Himelhoch, Alexandra C., Himelhoch, Cristina, Rueckl, Jay and Compton, Donald L.. (2023). Set for variability as a critical predictor of word reading : Potential implications for early identification and treatment of dyslexia. Reading Research Quarterly. 58(2), pp. 254-267. https://doi.org/10.1002/rrq.475Journal article
Modeling complex word reading : Examining influences at the level of the word and child on mono-and polymorphemic word reading
Steacy, Laura M., Rigobon, Valeria M., Edwards, Ashley A., Abes, Daniel R., Marencin, Nancy C., Smith, Kathryn, Elliott, James D., Wade-Woolley, Lesly and Compton, Donald L.. (2022). Modeling complex word reading : Examining influences at the level of the word and child on mono-and polymorphemic word reading. Scientific Studies of Reading. 26(6), pp. 527-544. https://doi.org/10.1080/10888438.2022.2077109Journal article
Individual Differences in Learning to Read Words
Compton, Donald L., Steacy, Laura M., Petscher, Yaacov, Rigobon, Valeria, Edwards, Ashley A. and Gutiérrez, Nuria. (2022). Individual Differences in Learning to Read Words. In In Snowling, Margaret J., Hulme, Charles and Nation, Kate (Ed.). The Science of Reading: A Handbook pp. 186-208 John Wiley and Sons Ltd (UK). https://doi.org/10.1002/9781119705116.ch9Book chapter
Unpacking the unique relationship between set for variability and word reading development : Examining word and child-level predictors of performance
Edwards, Ashley A., Steacy, Laura M., Siegeleman, Noam, Rigobon, Valeria M., Kearns, Devin M., Rueckl, Jay G and Compton, Donald L.. (2022). Unpacking the unique relationship between set for variability and word reading development : Examining word and child-level predictors of performance. Journal of Educational Psychology. 114(6), pp. 1242-1256. https://doi.org/10.1037/edu0000696Journal article
The effect of facilitative versus inhibitory word training corpora on word reading accuracy growth in children with dyslexia
Steacy, Laura M., Petscher, Yaacov, Elliott, James D., Smith, Kathryn, Rigobon, Valeria M., Abes, Daniel R., Edwards, Ashley A., Himelhoch, Alexandra C., Rueckl, Jay G. and Compton, Donald L.. (2021). The effect of facilitative versus inhibitory word training corpora on word reading accuracy growth in children with dyslexia. Learning Disability Quarterly. 44(3), pp. 158-169. https://doi.org/10.1177/0731948720938684Journal article
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