The lexical quality hypothesis

Perfetti, Charles A.; Hart, Lesley

doi:10.1075/swll.11.14per

Cited by 730 publications

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“…The convergent skills model (Vellutino et al 2007) views semantic and syntactic knowledge as key skills that feed into language comprehension and hence into reading comprehension. The lexical quality hypothesis (Perfetti & Hart, 2002) connections between what is presently being read and existing knowledge (Graesser, Singer & Trabasso, 1994). There are many different forms of inferences, such as pronoun resolution, bridging, elaborative and evaluative inferences.…”

Section: Introductionmentioning

confidence: 99%

The role of vocabulary, working memory and inference making ability in reading comprehension in Down syndrome

Nash

Heath

2011

Research in Developmental Disabilities

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Section: Introductionmentioning

confidence: 99%

The role of vocabulary, working memory and inference making ability in reading comprehension in Down syndrome

Nash

Heath

2011

Research in Developmental Disabilities

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“…The more specified this representation is, the easier it is to read the word fluently (Perfetti & Hart, 2002). Indeed, it has been demonstrated on numerous occasions that repeated reading training increases reading fluency of specific words (Levy, Nicholls, & Kohen, 1993;Meyer & Felton, 1999).…”

Section: Introductionmentioning

confidence: 99%

Remediation of Fluency: Word Specific or Generalised Training Effects?

Berends

Reitsma

2006

Read Writ

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Abstract. The present study examines whether reading fluency benefits more from repeated reading of a limited set of words or from practicing reading with many different words. A group of 37 reading delayed Dutch children repeatedly read the same 20 words with limited exposure duration, whereas another group of 37 poor readers received the same reading exercises with 400 different words. Results demonstrated that improvements in accuracy and speed of trained words were larger for the repeated reading group than for the children who had only practiced with these words once. No difference in generalisation of effects to untrained neighbour and control words was found between the two conditions. Furthermore, rapid naming skill was unrelated to improvements in reading fluency and transfer effects in both training conditions. Results demonstrate that the practical value of repeated reading lies in its word specific training effects.

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“…If children can identify the individual phonemes in a new spoken word then this may result in their phonological output, and therefore representation, being more accurate. Additionally the orthography may provide children with another representation of the new word form, which strengthens the overall representation in the lexicon and therefore aids retrieval at a later date (Perfetti & Hart, 2002).…”

Section: Introductionmentioning

confidence: 99%

The benefit of orthographic support for oral vocabulary learning in children with Down syndrome

2012

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Copyright - Cambridge University PressChildren with Down syndrome typically have weaknesses in oral language, but it has been suggested that this domain may benefit from learning to read. Amongst oral language skills, vocabulary is a relative strength, although there is some evidence of difficulties in learning the phonological form of spoken words. This study investigated the effect of orthographic support on spoken word learning with seventeen children with Down syndrome aged seven to sixteen years and twenty-seven typically developing children aged five to seven years matched for reading ability. Ten spoken nonwords were paired with novel pictures; for half the nonwords the written form was also present. The spoken word learning of both groups did not differ and benefited to the same extent from the presence of the written word. This suggests that compared to reading-matched typically developing children, children with Down syndrome are not specifically impaired in phonological learning and benefit equally from orthographic support. Copyright ?? 2012 Cambridge University Press

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The lexical quality hypothesis

Cited by 730 publications

References 0 publications

The role of vocabulary, working memory and inference making ability in reading comprehension in Down syndrome

The role of vocabulary, working memory and inference making ability in reading comprehension in Down syndrome

Remediation of Fluency: Word Specific or Generalised Training Effects?

The benefit of orthographic support for oral vocabulary learning in children with Down syndrome

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