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The contributions of decoding skill and lexical knowledge to the development of irregular word reading
Abstract: Two recent computational models of reading development propose that irregular words are read using a combination of decoding and lexical knowledge but differ in assumptions about how these sources of information interact, and about the relative importance of different aspects of lexical knowledge. We report developmental data that help to adjudicate these differences. Study One adopted a correlational approach to investigate the item-level relations between the ability to read a word aloud, general decoding ability, and knowledge of the word’s phonological form (lexical phonology) or meaning (lexical semantics). We found that the latter three factors all influenced accuracy of oral reading. We observed trends indicating that the impact of differences in decoding skill and lexical knowledge were more prominent for irregular words. Study Two comprised two experiments in which novel irregular words were taught; in Experiment 1 we compared phonological to no pre-training, while in Experiment 2 we compared phonological to phonological plus semantics pre-training. Exposure to the phonological form of the word had a substantial impact in the early stages of learning, while the impact of adding semantics was more modest and emerged later. Our findings provide strong evidence that irregular words are read using a combination of decoding and lexical knowledge, with a greater contribution from lexical phonology than lexical semantics. Computational models of learning to read are currently unable to fully account for our data, therefore we propose some modifications. We advocate an instructional approach whereby phonics and vocabulary teaching are combined to support irregular word reading.
URL: https://eprints.lancs.ac.uk/id/eprint/157144/
https://eprints.lancs.ac.uk/id/eprint/157144/2/Lexical_knowledge_and_irregular_word_reading_JEPLMC_accepted_version.pdf
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2
The hidden depths of new word knowledge:using graded measures of orthographic and semantic learning to measure vocabulary acquisition
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3
The Process and Product of Coherence Monitoring in Young Readers:Effects of Reader and Text Characteristics
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4
Semantic priming and schizotypal personality:reassessing the link between thought disorder and enhanced spreading of semantic activation
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5
The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics
In: Sci Stud Read (2020)
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6
The graded effect of valence on word recognition in Spanish
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7
Mapping the predictors of single word recognition:a research synthesis
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8
Mapping the predictors of single word recognition:a research synthesis
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9
Reading Through the Life Span:Individual Differences in Psycholinguistic Effects
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10
Effect Sizes for Single Word Recognition Across Adults and Children:A Meta-Analysis
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11
Rated age-of-acquisition norms for over 3,200 German words
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12
Evidence for semantic involvement in regular and exception word reading in emergent readers of English
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13
Co-Selection of Resistance to Antibiotics, Biocides and Heavy Metals, and Its Relevance to Foodborne Pathogens
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14
Bilingual lexical selection as a dynamic process:evidence from Arabic-French bilinguals
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15
Gavagai is as Gavagai does:learning nouns and verbs from cross-situational statistics
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16
Young children’s comprehension of temporal relations in complex sentences:the influence of memory on performance
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17
Gavagai is as Gavagai does : learning nouns and verbs from cross-situational statistics
Monaghan, Padraic; Mattock, Karen (R17354); Davies, Robert A.. - : U.K., Wiley-Blackwell, 2015
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18
Acquired dyslexia in Spanish: A review and some observations on a new case of deep dyslexia
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19
Semantic domain and grammatical class effects in the picture-word interference paradigm
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20
Reading in Spanish and Italian:effects of age of acquisition in transparent orthographies?
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