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How Word Meaning Influences Word Reading

Taylor, JSH; Duff, FJ; Woollams, AM; Monaghan, P; Ricketts, J; (2015) How Word Meaning Influences Word Reading. Current Directions in Psychological Science , 24 (4) pp. 322-328. 10.1177/0963721415574980. Green open access

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Abstract

Understanding how we read is a fundamental question for psychology, with critical implications for education. Studies of word reading tend to focus on the mappings between the written and spoken forms of words. In this article, we review evidence from developmental, neuroimaging, neuropsychological, and computational studies that show that knowledge of word meanings is inextricably involved in word reading. Consequently, models of reading must better specify the role of meaning in skilled reading and its acquisition. Further, our review paves the way for educationally realistic research to confirm whether explicit teaching of oral vocabulary improves word reading.

Type: Article
Title: How Word Meaning Influences Word Reading
Open access status: An open access version is available from UCL Discovery
DOI: 10.1177/0963721415574980
Publisher version: https://doi.org/10.1177/0963721415574980
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: reading, learning, orthography, phonology, semantics
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Language and Cognition
URI: https://discovery.ucl.ac.uk/id/eprint/10081013
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