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ERIC Number: EJ996577
Record Type: Journal
Publication Date: 2013
Pages: 25
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-0163-853X
Modeling Reader and Text Interactions during Narrative Comprehension: A Test of the Lexical Quality Hypothesis
Hamilton, Stephen T.; Freed, Erin M.; Long, Debra L.
Discourse Processes: A Multidisciplinary Journal, v50 n2 p139-163 2013
The goal of this study was to examine predictions derived from the Lexical Quality Hypothesis regarding relations among word decoding, working-memory capacity, and the ability to integrate new concepts into a developing discourse representation. Hierarchical Linear Modeling was used to quantify the effects of three text properties (length, frequency, and number of new concepts) on reading times of focal and spillover sentences, with variance in those effects estimated as a function of individual difference factors (decoding, vocabulary, print exposure, and working-memory capacity). The analysis revealed complex, cross-level interactions that complement the Lexical Quality Hypothesis. (Contains 8 tables, 2 figures, and 1 footnote.)
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: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Assessments and Surveys: Nelson Denny Reading Tests