ERIC Number: EJ917830
Record Type: Journal
Publication Date: 2011-Mar
Abstractor: As Provided
Reference Count: 0
Semantic Categorization and Reading Skill across Dutch Primary Grades: Development Yes, Relationship No
Gijsel, Martine A. R.; Ormel, Ellen A.; Hermans, Daan; Verhoeven, L.; Bosman, Anna M. T.
Journal of Child Language, v38 n2 p356-379 Mar 2011
In the present study, the development of semantic categorization and its relationship with reading was investigated across Dutch primary grade students. Three Exemplar-level tasks (Experiment 1) and two Superordinate-level tasks (Experiment 2) with different types of distracters (phonological, semantic and perceptual) were administered to assess semantic categorization skills. Reading was measured with a standardized word-reading test. Results of both experiments demonstrated that children in the higher grades had shorter reaction times and fewer errors than children in the lower grades. Reading skill, however, was not related to semantic categorization performance. Moreover, neither grade level nor reading skill was related to the effect of distracter type on error percentages. Based on the results of this study, we suggest a substantial development of semantic categorization skills over time, and reject the notion that Dutch poor readers have less advanced semantic categorization skills than typical readers.
Descriptors: Semantics, Reading Tests, Classification, Reading Skills, Language Skills, Indo European Languages, Semiotics, Bilingualism, Elementary School Students, Standardized Tests, Reaction Time, Reading Difficulties, Language Acquisition
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A