Accepted author manuscript
Licence: CC BY: Creative Commons Attribution 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
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 -