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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Evidence for semantic involvement in regular and exception word reading in emergent readers of English Ricketts, Jessie; Davies, Robert Aye Imanol; Masterson, Jackie; Stuart, Morag; Duff, Fiona J.. - 2016 Abstract: We investigated the relationship between semantic knowledge and word reading. A sample of 27 6-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 standardized tasks in which children defined words and made judgments 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, during 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. URL: https://eprints.lancs.ac.uk/id/eprint/79865/1/ricketts_davies_masterson_stuart_duff_2016_final_accepted_Evidence_for_semantic_involvement_in_regular_and_exception_word_reading_in_emergent_readers_of_English.pdf https://doi.org/10.1016/j.jecp.2016.05.013 https://eprints.lancs.ac.uk/id/eprint/79865/ BASE Hide details 2 Children's printed word database: continuities and changes over time in children's early reading vocabulary Masterson, Jackie; Stuart, Morag; Dixon, Maureen... In: British journal of psychology. - Oxford : Wiley-Blackwell 101 (2010) 2, 221-242 BLLDB Show details 3 The relationship between phonological awareness and the development of orthographic representations Dixon, Maureen; Stuart, Morag; Masterson, Jackie In: Reading and writing. - New York, NY : Springer Science+Business Media 15 (2002) 3, 295-316 OLC Linguistik Show details 4 The relationship between phonological awareness and the development of orthographic representations Dixon, Maureen; Stuart, Morag; Masterson, Jackie In: Reading and writing. - Dordrecht [u.a.] : Springer Science + Business Media B.V 15 (2002) 3-4, 295-316 BLLDB Show details 5 Spongelike acquisition of sight vocabulary in beginning readers? Stuart, Morag; Masterson, Jackie; Dixon, Maureen In: Journal of research in reading. - Leeds : Wiley-Blackwell 23 (2000) 1, 12-27 OLC Linguistik Show details 6 Learning to read words turns listeners into readers : how children accomplish this transition Stuart, Morag; Masterson, Jackie; Dixon, Maureen In: Reading development and the teaching of reading (Oxford, 1999), p. 109-131 MPI für Psycholinguistik Show details 7 Patterns of reading and spelling in 10-year-old children related to prereading phonological abilities Stuart, Morag; Masterson, Jackie In: Journal of experimental child psychology. - Amsterdam : Elsevier 54 (1992) 2, 168-187 BLLDB Show details 8 Forum : phonological abilities and reading disabilities Bishop, Dorothy V. M. (Mitarb.); Bryant, P.E. (Mitarb.); Campbell, Ruth (Mitarb.)... In: Mind & language. - Oxford : Wiley-Blackwell 6 (1991) 2, 93-160 BLLDB Show details

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