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How word meaning influences word reading

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How word meaning influences word reading. / Taylor, J. S. H.; Duff, Fiona J.; Woollams, Anna M.; Monaghan, Padraic; Ricketts, Jessie.

In: Current Directions in Psychological Science, Vol. 24, No. 4, 08.2015, p. 322-328.

Research output: Contribution to journalJournal article

Harvard

Taylor, JSH, Duff, FJ, Woollams, AM, Monaghan, P & Ricketts, J 2015, 'How word meaning influences word reading', Current Directions in Psychological Science, vol. 24, no. 4, pp. 322-328. https://doi.org/10.1177/0963721415574980

APA

Taylor, J. S. H., Duff, F. J., Woollams, A. M., Monaghan, P., & Ricketts, J. (2015). How word meaning influences word reading. Current Directions in Psychological Science, 24(4), 322-328. https://doi.org/10.1177/0963721415574980

Vancouver

Taylor JSH, Duff FJ, Woollams AM, Monaghan P, Ricketts J. How word meaning influences word reading. Current Directions in Psychological Science. 2015 Aug;24(4):322-328. https://doi.org/10.1177/0963721415574980

Author

Taylor, J. S. H. ; Duff, Fiona J. ; Woollams, Anna M. ; Monaghan, Padraic ; Ricketts, Jessie. / How word meaning influences word reading. In: Current Directions in Psychological Science. 2015 ; Vol. 24, No. 4. pp. 322-328.

Bibtex

@article{3392f84b80b84bfe8968faf2197c5b66,
title = "How word meaning influences word reading",
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.",
keywords = "reading, learning, orthography, phonology, semantics, SEMANTIC DEMENTIA, COMPUTATIONAL MODEL, RECOGNITION, ACQUISITION, VOCABULARY, KNOWLEDGE, LANGUAGE, SKILLS, BRAIN, ALOUD",
author = "Taylor, {J. S. H.} and Duff, {Fiona J.} and Woollams, {Anna M.} and Padraic Monaghan and Jessie Ricketts",
note = "The final, definitive version of this article has been published in the Journal, Current Directions in Psychological Science, 24 (4), 2015, {\textcopyright} SAGE Publications Ltd, 2015 by SAGE Publications Ltd at the Current Directions in Psychological Science page: http://cdp.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/ ",
year = "2015",
month = aug
doi = "10.1177/0963721415574980",
language = "English",
volume = "24",
pages = "322--328",
journal = "Current Directions in Psychological Science",
issn = "0963-7214",
publisher = "SAGE Publications Inc.",
number = "4",

}

RIS

TY - JOUR

T1 - How word meaning influences word reading

AU - Taylor, J. S. H.

AU - Duff, Fiona J.

AU - Woollams, Anna M.

AU - Monaghan, Padraic

AU - Ricketts, Jessie

N1 - The final, definitive version of this article has been published in the Journal, Current Directions in Psychological Science, 24 (4), 2015, © SAGE Publications Ltd, 2015 by SAGE Publications Ltd at the Current Directions in Psychological Science page: http://cdp.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/

PY - 2015/8

Y1 - 2015/8

N2 - 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.

AB - 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.

KW - reading

KW - learning

KW - orthography

KW - phonology

KW - semantics

KW - SEMANTIC DEMENTIA

KW - COMPUTATIONAL MODEL

KW - RECOGNITION

KW - ACQUISITION

KW - VOCABULARY

KW - KNOWLEDGE

KW - LANGUAGE

KW - SKILLS

KW - BRAIN

KW - ALOUD

U2 - 10.1177/0963721415574980

DO - 10.1177/0963721415574980

M3 - Journal article

VL - 24

SP - 322

EP - 328

JO - Current Directions in Psychological Science

JF - Current Directions in Psychological Science

SN - 0963-7214

IS - 4

ER -