Cite as:

McCarron, S. P. & Nation, K. (2023, November 23). An Author Naming Task: Semantic fluency for authors as a proxy measure of print exposure in L2. DPhil Poster Presentation Session, Oxford, UK.

Dąbrowska, E. (2014). Words that go together: Measuring individual differences in native speakers’ knowledge of collocations. The Mental Lexicon, 9(3), 401–418. https://doi.org/10.1075/ml.9.3.02dab

Martin-Chang, S. L., & Gould, O. N. (2008). Revisiting print exposure: Exploring differential links to vocabulary, comprehension and reading rate. Journal of Research in Reading, 31(3), 273–284. https://doi.org/10.1111/j.1467-9817.2008.00371.x

McCarron, S. P., & Kuperman, V. (2021). Is the author recognition test a useful metric for native and non-native English speakers? An item response theory analysis. Behavior Research Methods, 53(5), 2226–2237. https://doi.org/10.3758/s13428-021-01556-y

Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890

Stanovich, K. E., & West, R. F. (1989). Exposure to Print and Orthographic Processing. Reading Research Quarterly, 24(4), 402–433. https://doi.org/10.2307/747605