Projects per year
Abstract
We investigated the relationship between semantic knowledge and word reading. Twenty-seven six-year-old children read words both in isolation and in context. Lexical knowledge was assessed using general and item-specific tasks. General semantic knowledge was measured using standardised tasks in which children defined words and made judgements about the relationships between words. Item-specific knowledge of to-be-read words was assessed using auditory lexical decision (lexical phonology) and definitions (semantic) tasks. Regressions and mixed-effects models indicated a close relationship between semantic knowledge (but not lexical phonology) and both regular and exception word reading. Thus, in the early stages of learning to read, semantic knowledge may support word reading irrespective of regularity. Contextual support particularly benefitted reading of exception words. We found evidence that lexical-semantic knowledge and context make separable contributions to word reading.
Original language | English |
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Pages (from-to) | 330–345 |
Number of pages | 16 |
Journal | Journal of Experimental Child Psychology |
Volume | 150 |
Early online date | 11 Jul 2016 |
DOIs | |
Publication status | Published - Oct 2016 |
Projects
- 1 Finished
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Vocabulary and Reading in Secondary School: Evidence from longitudinal and experimental studies
Ricketts, J. (PI)
Economic & Social Res Coun ESRC
1/10/14 → 31/12/16
Project: Research