Lexical Quality and Reading Comprehension in Primary School Children

Richter, Tobias; Isberner, Maj-Britt; Naumann, Johannes; Neeb, Yvonne

doi:10.1080/10888438.2013.764879

Cited by 78 publications

(75 citation statements)

References 30 publications

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“…Indeed, theories of reading such as the lexical quality hypothesis (Perfetti, 2007) claim that reading skill rests on reliable as well as quickly retrievable lexical representa tions. In line with this, text comprehension is predicted by the speed of access to phonological, orthographic, and meaning rep resentations (e.g., Richter et al, 2012Richter et al, , 2013. Beyond the word level, the speed of semantic integration and local coherence pro cesses are equally positively related to comprehension (e.g., Nau mann, Richter, Christmann, & Groeben, 2008;Naumann, Richter, Flender, Christmann, & Groeben, 2007;Richter et al, 2012).…”

Section: Time On Task In Readingmentioning

confidence: 92%

The time on task effect in reading and problem solving is moderated by task difficulty and skill: Insights from a computer-based large-scale assessment.

Goldhammer

Naumann

Stelter

et al. 2014

Journal of Educational Psychology

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236

246

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Computer-based assessment can provide new insights into behavioral processes of task completion that cannot be uncovered by paper-based instruments. Time presents a major characteristic of the task completion process. Psychologically, time on task has 2 different interpretations, suggesting opposing associations with task outcome: Spending more time may be positively related to the outcome as the task is completed more carefully. However, the relation may be negative if working more fluently, and thus faster, reflects higher skill level. Using a dual processing theory framework, the present study argues that the validity of each assumption is dependent on the relative degree of controlled versus routine cognitive processing required by a task, as well as a person's acquired skill. A total of 1,020 persons ages 16 to 65 years participated in the German field test of the Programme for the International Assessment of Adult Competencies. Test takers completed computer-based reading and problem solving tasks. As revealed by linear mixed models, in problem solving, which required controlled processing, the time on task effect was positive and increased with task difficulty. In reading tasks, which required more routine processing, the time on task effect was negative and the more negative, the easier a task was. In problem solving, the positive time on task effect decreased with increasing skill level. In reading, the negative time on task effect increased with increasing skill level. These heterogeneous effects suggest that time on task has no uniform interpretation but is a function of task difficulty and individual skill.There are two fundamental observations on human perfor mance: the result obtained on a task and the time taken (e.g., Ebel, 1953). In educational assessment, the focus is mainly on the task outcome; behavioral processes that led to the result are usually not considered. One reason may be that traditional assessments are paper-based and, hence, are not suitable for collecting behavioral process data at the task level (cf. Scheuermann & Bjomsson, 2009). However, computer-based assessment-besides other ad vantages, such as increased construct validity (e.g., Sireci & Zenisky, 2006) or improved test design (e.g., van der Linden, 2005)-can provide further insights into the task completion pro cess. This is because in computer-based assessment, log file data can be recorded by the assessment system that allows the re searcher to derive theoretically meaningful descriptors of the task completion process. The present study draws on log file data from an international computer-based large-scale assessment to address the question of how time on task is related to the task outcome. As shown in the following, by analyzing the relation of task perfor mance to the time test takers spent on task, we were able to obtain new insights into how the interaction of task and person charac-

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Section: Time On Task In Readingmentioning

confidence: 92%

The time on task effect in reading and problem solving is moderated by task difficulty and skill: Insights from a computer-based large-scale assessment.

Goldhammer

Naumann

Stelter

et al. 2014

Journal of Educational Psychology

Self Cite

236

246

View full text Add to dashboard Cite

show abstract

“…Reading comprehension of linear text includes many different cognitive processes from bottom-up processes (word-based) to top-down comprehension processes (knowledgebased; Hersch & Andrews, 2011;Perfetti, Landi & Oakhill, 2005;Verhoeven & Graesser, 2008). Studies on the individual variation in linear, printed text comprehension with children showed that reading comprehension is largely predicted by the quality of children's lexical representations (i.e., lexical quality; see Hersch & Andrews, 2011;Perfetti, 2007;Richter, Isberner, Naumann & Neeb, 2013). These differences in lexical representations of words may also explain individual differences in digital text comprehension.…”

Section: Individual Differences In Digital Text Comprehensionmentioning

confidence: 99%

Individual variation in children's reading comprehension across digital text types

Fesel

Segers

2017

Journal Research in Reading

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The present study examined children's digital text comprehension of digital text types linear digital text vs hypertext, with or without graphical navigable overviews. We investigated to what extent individual variation in children's comprehension could be explained by lexical quality (word reading efficiency and vocabulary knowledge), cognitive load factors (prior knowledge and working memory), text type and graphical overview. Participants were 93 sixth graders in a within-subject design. Word reading efficiency, vocabulary knowledge and prior knowledge predicted children's digital comprehension scores, while working memory did not. Reading comprehension was equal for linear text or hypertext. However, the presence of an overview facilitated reading comprehension for readers with lower prior knowledge. It can be concluded that hypertexts with basic digital text features and accompanying comprehension questions are not more difficult for children than linear digital texts, that similar individual factors predict reading comprehension of linear text and hypertext, and that a graphical overview helps when prior knowledge is low.

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“…It is possible that school‐age children are capable of retrieving phonological representations in a rapid and precise manner, but that their retrieval of semantic knowledge is not fully developed (Nation & Snowling, ). Reading comprehension involves extracting meaning from written words, which relies strongly on the quality of the semantic representation (Richter et al, ). In reading words, LSRs did not find a relation between the spoken critical word and the displayed written competitors.…”

Section: Discussionmentioning

confidence: 99%

Differences between skilled and less‐skilled young readers in the retrieval of semantic, phonological, and shape information

Cortés-Monter

Angulo‐Chavira

Arias‐Trejo

2017

Journal Research in Reading

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This study aimed to determine whether the reading skills of third-grade schoolchildren are associated with their preferences for semantic, phonological, and shape competitors (images or printed words) after being exposed to a spoken critical word. Two groups of children participated: skilled readers and less-skilled readers. Through a language-mediated visual search, children's fixations on the three competitors and a distractor were measured. When looking at images, both groups of readers preferred to look at the semantic competitor. When reading words, both groups showed a preference for the phonological competitor, but only skilled readers were sensitive to semantic information. These results suggest that early reading skills influence access to different types of representations in response to hearing a word, and they confirm the existence of a cascaded activation of information retrieval in childhood. What is already known about this topic• Reading skills influence linguistic processing in children and adults.• Retrieval of information is cascaded from childhood.• Learning to read modifies previous word representations.

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Lexical Quality and Reading Comprehension in Primary School Children

Cited by 78 publications

References 30 publications

The time on task effect in reading and problem solving is moderated by task difficulty and skill: Insights from a computer-based large-scale assessment.

The time on task effect in reading and problem solving is moderated by task difficulty and skill: Insights from a computer-based large-scale assessment.

Individual variation in children's reading comprehension across digital text types

Differences between skilled and less‐skilled young readers in the retrieval of semantic, phonological, and shape information

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