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  • ricketts davies masterson stuart duff 2016-final-accepted Evidence for semantic involvement in regular and exception word reading in emergent readers of English

    Rights statement: This is the author’s version of a work that was accepted for publication in Journal of Experimental Child Psychology. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Experimental Child Psychology, 150, 2016 DOI: 10.1016/j.jecp.2016.05.013

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    Available under license: CC BY-NC-ND: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

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

Research output: Contribution to journalJournal article

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<mark>Journal publication date</mark>10/2016
<mark>Journal</mark>Journal of Experimental Child Psychology
Volume150
Number of pages16
Pages (from-to)330-345
Publication statusPublished
Early online date11/07/16
Original languageEnglish

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.

Bibliographic note

This is the author’s version of a work that was accepted for publication in Journal of Experimental Child Psychology. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Experimental Child Psychology, 150, 2016 DOI: 10.1016/j.jecp.2016.05.013