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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Final published version
Licence: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Evidence for semantic involvement in regular and exception word reading in emergent readers of English
AU - Ricketts, Jessie
AU - Davies, Robert Aye Imanol
AU - Masterson, Jackie
AU - Stuart, Morag
AU - Duff, Fiona J.
N1 - 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
PY - 2016/10
Y1 - 2016/10
N2 - 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.
AB - 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.
KW - Semantic
KW - Word reading
KW - Context
KW - Vocabulary
KW - Lexical phonology
KW - Mixed-effects models
U2 - 10.1016/j.jecp.2016.05.013
DO - 10.1016/j.jecp.2016.05.013
M3 - Journal article
VL - 150
SP - 330
EP - 345
JO - Journal of Experimental Child Psychology
JF - Journal of Experimental Child Psychology
SN - 0022-0965
ER -