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Evidence for semantic involvement in regular and exception word reading in emergent readers of English

Ricketts, J; Davies, R; Masterson, J; Stuart, M; Duff, FJ; (2016) Evidence for semantic involvement in regular and exception word reading in emergent readers of English. Journal of Experimental Child Psychology , 150 pp. 330-345. 10.1016/j.jecp.2016.05.013. Green open access

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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.

Type: Article
Title: Evidence for semantic involvement in regular and exception word reading in emergent readers of English
Location: United States
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.jecp.2016.05.013
Publisher version: http://dx.doi.org/10.1016/j.jecp.2016.05.013
Language: English
Additional information: Copyright © 2016 The Author(s). Published by Elsevier Inc. This is an open access article under the Creative Commons Attribution 4.0 International (CC BY 4.0) licence (https://creativecommons.org/licenses/by/4.0/)
Keywords: Context, Lexical phonology, Mixed-effects models, Semantic, Vocabulary, Word reading
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/1503855
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