The effects of global cognitive development, sex, and word abstractness on young readers' word recognition were explored. A three-way analysis of variance on word recognition scores indicated that noun words were recognized more frequently than non-noun words (p = 0.01): subjects with high cognitive development recognized more words than children with lower cognitive development (p = 0.08); and females recognized more words than males (p = 0.18). The two-way and three-way interactions were not significant (p > 0.30). [ABSTRACT FROM AUTHOR]
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