NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1023156
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-1088-8438
Lexical Quality and Reading Comprehension in Primary School Children
Richter, Tobias; Isberner, Maj-Britt; Naumann, Johannes; Neeb, Yvonne
Scientific Studies of Reading, v17 n6 p415-434 2013
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany