Lexical quality and reading comprehension in primary school children.

Autor/inn/en	Richter, Tobias; Isberner, Maj-Britt; Naumann, Johannes; Neeb, Yvonne
Titel	Lexical quality and reading comprehension in primary school children.
Quelle	In: Scientific studies of reading, 17 (2013) 6, S. 415-434Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1088-8438; 1532-799X
DOI	10.1080/10888438.2013.764879
Schlagwörter	Kompetenz; Vergleichsuntersuchung; Test; Deutschland; Grundschule; Rechtschreibung; Schüler; Test; Computer; Kompetenz; Lesekompetenz; Grundschule; Schüler; Computer; Textverständnis; Lesekompetenz; Rechtschreibung; Deutschland
Abstract	In a cross-sectional study, we examined the relationship between the quality of lexical representations and text comprehension skill in German primary school children (Grades 1-4). We measured the efficiency and accuracy of orthographical, phonological, and meaning representations by means of computerized tests. Text comprehension skill was assessed with a standardized reading test with questions requiring recognition of text information and inferencing. Both the accuracy of and the efficiency of access to the three types of lexical representations contributed to explaining interindividual variation in text comprehension skill. Results from a path-analytic model suggest a specific causal order of the three components of lexical quality with the quality of meaning representations partly mediating the effects of form representations. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3