Word Properties Predicting Children's Word Recognition

Autor/inn/en	Monster, Iris; Tellings, Agnes; Burk, William J.; Keuning, Jos; Segers, Eliane; Verhoeven, Ludo
Titel	Word Properties Predicting Children's Word Recognition
Quelle	In: Scientific Studies of Reading, 26 (2022) 5, S.373-389 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Monster, Iris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2021.2020795
Schlagwörter	Reading Processes; Word Recognition; Predictor Variables; Accuracy; Elementary School Students; Foreign Countries; Semantics; Netherlands + Suchen Sie Ihr Suchwort? Leseprozess; Worterkennung; Prädiktor; Ausland; Semantik; Niederlande
Abstract	We examined whether word recognition accuracy and latency of words children encounter during primary school across the upper primary school grades can be predicted from word form (word length, mean Levenshtein distance, and mean frequency of neighbors), word meaning (free association network markers) and word exposure (corpus frequency and contextual diversity). As a measure of word recognition, 1454 children (M = 10.1 years, SD = 11.8 months, 52.4% girls) in grade 3, 4 and 5 of Dutch regular primary schools completed a lexical decision task. Confirmatory factor analyses showed that word characteristics could be reduced to latent constructs of form, meaning, and exposure. Structural equation models indicated that word form and exposure predicted word recognition accuracy, and that word recognition accuracy, word form, and word meaning predicted word recognition latency. The present study provided empirical evidence that word form, word meaning, and word exposure differentially predict word recognition accuracy and latency of words children encounter during primary school across the upper primary grades. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01