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How word meaning influences word reading

Research output: Contribution to Journal/MagazineJournal articlepeer-review

<mark>Journal publication date</mark>08/2015
<mark>Journal</mark>Current Directions in Psychological Science
Issue number4
Number of pages7
Pages (from-to)322-328
Publication StatusPublished
<mark>Original language</mark>English


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.

Bibliographic note

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/