ERIC Number: ED165102
Record Type: RIE
Publication Date: 1978-Dec
Reference Count: 0
Semantic Salience in Relation to Word Knownness.
Eighty-four elementary school children participated in a two-part experiment replicating an earlier experiment that tested the hypothesis that children would offer semantic explanations for words presented orally more frequently than for words presented in written form. This experiment used subjects from a population different in socioeconomic characteristics, in achievement and ability levels, and in the way they were instructed from those in the earlier experiment. In the first stage, subjects were asked to look at word lists and rate 18 words as known and 18 as unknown in oral form and a second set of 18 known and 18 unknown words in written form. In the second stage, children were asked to explain how two words (presented in one of four configurations: both known, both unknown, the question word known and the choice word unknown, and the choice word known and the question word unknown) went together. It was found that children gave more semantic responses if either the question word or the choice word were known or if the word were in the oral rather than the written mode. The word in the oral mode seemed to have more stability for the upper middle-class children of this experiment than it seemed to have for the lower middle-class rural children of the earlier experiment. (TJ)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: Northwestern Univ., Evanston, IL.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (28th, St. Petersburg Beach, Florida, November 30-December 2, 1978)