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The ease with which a child can disambiguate the mismatch between the decoded form of a word and its actual lexical phonological form has been operationalized using the SfV mispronunciation task (e.g., the word\n                    <jats:italic>wasp<\/jats:italic>\n                    is pronounced to rhyme with\n                    <jats:italic>clasp<\/jats:italic>\n                    [i.e., \/w\u00e6sp\/] and the child must recognize the actual pronunciation of the word to be \/w\u0252sp\/). SfV has been shown to be a significant predictor of word reading variance. However, little is known about the relative strength of SfV as a predictor of word reading compared to other well\u2010established predictors or the strength of this relationship in children with dyslexia. To address these questions, we administered the SfV task to a sample of grade 2\u20135 children (\n                    <jats:italic>N<\/jats:italic>\n                    \u00a0=\u00a0489) along with other reading related measures. SfV accounted for 15% unique variance in word reading above and beyond other predictors, whereas phonological awareness (PA) accounted for only 1%. Dominance analysis indicated SfV is the most powerful predictor, demonstrating complete statistical dominance over other variables including PA. Quantile regression revealed SfV is a stronger predictor at lower levels of reading skill, indicating it may be an important predictor in students with dyslexia. Results suggest that SfV is a powerful and potentially highly sensitive predictor of early reading difficulties and, therefore, may be important for early identification and treatment of dyslexia.\n                  <\/jats:p>","DOI":"10.1002\/rrq.475","type":"journal-article","created":{"date-parts":[[2022,8,17]],"date-time":"2022-08-17T08:15:54Z","timestamp":1660724154000},"page":"254-267","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":21,"title":["Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia"],"prefix":"10.1002","volume":"58","author":[{"given":"Laura M.","family":"Steacy","sequence":"first","affiliation":[{"name":"Florida Center for Reading Research Florida State University  Tallahassee Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ashley A.","family":"Edwards","sequence":"additional","affiliation":[{"name":"Florida Center for Reading Research Florida State University  Tallahassee Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Valeria M.","family":"Rigobon","sequence":"additional","affiliation":[{"name":"Florida Center for Reading Research Florida State University  Tallahassee Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nuria","family":"Guti\u00e9rrez","sequence":"additional","affiliation":[{"name":"Florida Center for Reading Research Florida State University  Tallahassee Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nancy C.","family":"Marencin","sequence":"additional","affiliation":[{"name":"Florida Center for Reading Research Florida State University  Tallahassee Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Noam","family":"Siegelman","sequence":"additional","affiliation":[{"name":"Haskins Laboratories  New Haven Connecticut USA"},{"name":"Departments of Psychology and Cognitive and Brain Sciences The Hebrew University of Jerusalem  Mount Scopus Jerusalem Israel"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Alexandra C.","family":"Himelhoch","sequence":"additional","affiliation":[{"name":"Florida Center for Reading Research Florida State University  Tallahassee Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Cristina","family":"Himelhoch","sequence":"additional","affiliation":[{"name":"Florida Center for Reading Research Florida State University  Tallahassee Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jay","family":"Rueckl","sequence":"additional","affiliation":[{"name":"Haskins Laboratories  New Haven Connecticut USA"},{"name":"University of Connecticut  Storrs Connecticut USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Donald L.","family":"Compton","sequence":"additional","affiliation":[{"name":"Florida Center for Reading Research Florida State University  Tallahassee Florida USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2022,8,17]]},"reference":[{"key":"e_1_2_11_2_1","volume-title":"Beginning to read: Thinking and learning about print","author":"Adams M. 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