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ERIC Number: EJ1098810
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
Lexical-Semantic Processing and Reading: Relations between Semantic Priming, Visual Word Recognition and Reading Comprehension
Nobre, Alexandre de Pontes; de Salles, Jerusa Fumagalli
Educational Psychology, v36 n4 p753-770 2016
The aim of this study was to investigate relations between lexical-semantic processing and two components of reading: visual word recognition and reading comprehension. Sixty-eight children from private schools in Porto Alegre, Brazil, from 7 to 12 years, were evaluated. Reading was assessed with a word/nonword reading task and a reading comprehension task. Lexical-semantic processing was evaluated with a semantic priming experiment. Correlations were conducted in order to examine the relations between semantic priming effects (SPEs) and performance in reading tasks. Regression analyses were performed to test the hypothesis that word reading mediates the relation between semantic priming and reading comprehension. The results showed that SPEs correlated with both word reading and reading comprehension measures. Additionally, partial mediation by word reading was found for the prediction of reading comprehension by SPEs. The results are discussed in the context of reading models and other studies relating semantic priming and reading measures.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil
Grant or Contract Numbers: N/A