The relationship between knowing a word and reading it aloud in children’s word reading development

Individual differences in the vocabulary skills of children with poor reading comprehension

“…Thus, it may be that in order to read an irregular word correctly, a child needs to know how a word sounds, but does not necessarily need to know what it means (Castles et al, 2010;Nation & Cocksey, 2009). However, it is worth noting that a recent study (Ricketts, Davies, Masterson, Stuart & Duff, in press) revealed the opposite finding -in that study, semantic knowledge was more closely associated with word reading than lexical phonology.…”

“…An alternative possibility has been proposed by Nation and Cocksey (2009), who found that irregular word reading ability was best predicted not by semantic knowledge, but by a child's knowledge of lexical phonology (as measured on a task of auditory lexical decision). Thus, it may be that in order to read an irregular word correctly, a child needs to know how a word sounds, but does not necessarily need to know what it means (Castles et al, 2010;Nation & Cocksey, 2009).…”

“…However, it is important to note that data was analysed at the subject level 4 , and the relationship between knowledge of a word's semantics or lexical phonology and ability to read it aloud is likely to operate at an item level (Nation & Cocksey, 2009;Ricketts et al, in press). …”

Form–meaning links in the development of visual word recognition

“…Nation & Snowling 2004;Ouellette 2006;Bowey & Rutherford 2007;Ricketts et al 2007), it is not clear whether semantic factors play a specific role in reading aloud. Evidence to date fails to find support for a semantic involvement (McKague et al 2001;Nation & Cocksey 2009a). More work is needed to clarify these findings in children of different ages and different levels of reading experience.…”

Une analyse des facteurs de risque dans l’apprentissage de la lecture chez l’enfant

“…Lorsqu'il ne connaît pas un mot à l'oral, il doit alors s'en faire une représentation phonologique et une représentation orthographique, et il doit associer ces deux représentations de manière à ce que l'une puisse être évoquée par l'autre. On a déjà bien attesté l'association entre l'étendue du vocabulaire et le rendement en lecture orale ou en compréhension de la langue écrite (Nation & Cocksey, 2009), que ce dernier soit mesuré concurremment ou ultérieurement (Chiappe, Chiappe, & Gottardo, 2004;Lindsey, Manis, & Bailey, 2003;Sénéchal, Ouellette, & Rodney, 2006). Par ailleurs, Wise, Sevcik, Morris, Lovett et Wolf (2007b) rapportent des résultats qui donnent à penser que l'étendue du vocabulaire expressif pourrait être plus utile que celle du vocabulaire réceptif au dépistage des élèves à risque de difficultés en lecture.…”