Both Semantic Diversity and Frequency Influence Children's Sentence Reading

Autor/inn/en	Pagán, Ascensión; Bird, Megan; Hsiao, Yaling; Nation, Kate
Titel	Both Semantic Diversity and Frequency Influence Children's Sentence Reading
Quelle	In: Scientific Studies of Reading, 24 (2020) 4, S.356-364 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2019.1670664
Schlagwörter	Semantics; Decision Making; Oral Reading; Sentences; Eye Movements; Reading Processes; Word Frequency; Context Effect; Elementary School Students; Foreign Countries; Grade 5; Reading Tests; Accuracy; Reading Comprehension; Computational Linguistics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Semantik; Decision-making; Entscheidungsfindung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Sentence analysis; Satzanalyse; Augenbewegung; Word analysis; Frequency; Wortanalyse; Häufigkeit; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Lesetest; Leseverstehen; Linguistics; Computerlinguistik
Abstract	Semantic diversity -- a metric that captures variations in previous contextual experience with a word -- influences children's lexical decision and reading aloud. We investigated the effects of semantic diversity and frequency on children's reading of words embedded in sentences, while eye movements were recorded. If semantic diversity and frequency reflect different aspects of experience that influence reading in different ways, they should show independent effects and perhaps even different processing signatures during reading. Forty-nine 9-year-olds read sentences containing high/low frequency and high/low diversity words, manipulated orthogonally. We observed main effects of both variables, with high frequency and high semantic diversity words being read more easily. These results show that variations in the amount and nature of contextual experience influence how easily words are processed during reading. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01