Literaturnachweis - Detailanzeige
| 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.415-434 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1088-8438 |
| DOI | 10.1080/10888438.2013.764879 |
| Schlagwörter | Foreign Countries; Elementary School Students; Reading Comprehension; Reading Skills; Correlation; Orthographic Symbols; Phonology; Reading Tests; Computer Assisted Testing; Age Differences; Instructional Program Divisions; Animation; Video Technology; Phonological Awareness; Knowledge Level; German; Factor Analysis; Structural Equation Models; Germany |
| 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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