Execution of Lexical and Conceptual Processes in Sentence Comprehension among Adult Readers as a Function of Literacy Skill

Autor/inn/en	Ng, Shukhan; Payne, Brennan R.; Liu, Xiaomei; Anderson, Carolyn J.; Federmeier, Kara D.; Stine-Morrow, Elizabeth A. L.
Titel	Execution of Lexical and Conceptual Processes in Sentence Comprehension among Adult Readers as a Function of Literacy Skill
Quelle	In: Scientific Studies of Reading, 24 (2020) 4, S.338-355 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2019.1671849
Schlagwörter	Language Processing; Concept Formation; Sentences; Reading Comprehension; Adults; Memory; Adult Literacy; Reading Rate; Recall (Psychology); Accuracy; Attention; Wechsler Abbreviated Scale of Intelligence + Suchen Sie Ihr Suchwort? Sprachverarbeitung; Concept learning; Begriffsbildung; Sentence analysis; Satzanalyse; Leseverstehen; Gedächtnis; Reading readiness; Reading speed; Lesegeschwindigkeit; Abberufung; Aufmerksamkeit
Abstract	Little is known about conceptual integration processes and their contributions to memory representations that are constructed in sentence comprehension among adults with underdeveloped literacy skills. We measured word-by-word reading time to examine variation of responsiveness to demands of lexical and conceptual processing during sentence comprehension in a sample of adults with reading proficiency ranging from 4th grade through college-level. Relative to those of their more skilled counterparts, the reading times of adults with lower levels of literacy skill were more sensitive to word-level features, but showed a reduced lengthening at sentence-final words ("wrap up"), which has been argued to reflect conceptual integration processing. They also showed poorer sentence memory. However, regardless of literacy level, readers with better overall sentence memory engaged in a reading strategy marked by a larger sentence wrap-up effect. These findings suggest a pathway to intervention for struggling adult readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01