Lexical Access and Text Reading in University Students
DOI:
https://doi.org/10.24320/redie.2017.19.4.1282Keywords:
Lectura, reconocimiento de palabras, comprensión lectora.Supporting Agencies:
Universidad Católica del UruguayAbstract
Several studies have shown that skills associated with recognizing the written word can predict reading comprehension during the early school years, but not in later years, and it has been suggested that the two skills become independent. This paper sets out to analyze, from a sample of 2,403 first-year undergraduate students, the relationship between written-word recognition – based on accuracy and speed – and the ability to read texts written by high-school literature teachers. The results show a slight but significant relationship between written-word recognition and correct answers to comprehension questions about written texts, in students with difficulties in reading access. These results are discussed within the framework of cognitive reading models that emphasize lexico-semantic knowledge in lexical access.Downloads
Download data is not yet available.
References
Balbi, A. Cuadro, A. y Trías, D. (2009). Comprensión lectora y reconocimiento de palabras. Ciencias Psicológicas, 3(2), 153-160
Cain, K. y Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. Journal of Educational Psychology, 76, 683-696.
Cisneros, M., Olave, C y Rojas, I. (2012). Cómo mejorar la capacidad inferencial en estudiantes universitarios. Educación y Educadores, 15(1), 45-61. Recuperado de http://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/2130/2713
Cornoldi, C., De Beni, R. y Pazzaglia, F. (1996). Profiles of reading comprehension difficulties: an analysis of single cases. En C. Cornoldi y J. Oakhill (Eds.), Reading comprehension difficulties: processes and intervention (pp. 113-136). Nueva Jersey: Erlbaum.
Costa, D., Gründel, M. y Cuadro, A. (2011). Impacto y funcionamiento diferencial de los ítems respecto al género en el Test de Eficacia Lectora (TECLE). Ciencias Psicológicas, 1, 47-60.
Cuadro, A., Costa, D., Trías, D. y Ponce de León, P. (2009). Evaluación del nivel lector. Manual técnico del Test de Eficacia Lectora de J. Marín y M. Carrillo. Montevideo: Prensa Médica Latinoamericana.
Fajardo, A., Hernández, J. y González, A. (2012). Acceso léxico y comprensión lectora: un estudio con jóvenes universitarios. Revista Electrónica de Investigación Educativa, 14(2), 25-33. Recuperado de http://redie.uabc.mx/redie/article/view/305
Gough, P., Hoover, W. y Peterson, C. (1996). Some observations of a simple view of reading. En C. Cornoldi y J. Oakhill (Eds.), Reading comprehension difficulties (pp. 1-14) Hillsdale, NJ: Erlbaum.
Lesgold, A., Resnick, L. y Hammond, K. (1985). Learning to read: a longitudinal study of word skill development in two curricula. En E. Mackinnon y T. Walller (Eds.), Reading research. Advances in theory and practice (Vol. IV). Nueva York: Academic Press.
Lété, B. y Fayol, M. (2013). Substituted letter and transposed letter effects in a masked priming paradigm with French developing readers and dyslexics. Journal of Experimental Child Psychology, 114, 47-62.
Muller, B., Richter, T., Krizan, A., Hecht, T. y Ennemoser, M. (2015). Word recognition skill moderate effectiveness of reading strategy training in grade 2. Learning and Individual Difference, 40, 55-62.
Muter, V., Hulme, C. y Snowling, M. (2004). Phonemes, rimes, vocabulary and grammatical skills as foundations of early reading development: evidence from longitudinal study. Developmental Psychology, 40(5), 665-681.
Nation, K. y Snowling, M. (1998). Semantic processing and the development of word recognition skills: evidence from children with reading comprehension difficulties. Journal of Memory and Language, 39, 85-101.
Nation, K. (2009). Form-meaning links in the development of visual word recognition. Philosophical Transactions of the Royal Society, 364, 3665-3674.
Oakhill, J., Cain, K. y Bryant, P. (2003). The dissociation of word reading and text comprehension: evidence from component skill. Language and Cognitive Processes, 18(4), 443-468.
Pazzaglia, F., Cornoldi, C. y Tressoldi, P. (1993). Learning to read: evidence on the distinction between decoding and comprehension skills. European Journal of Psychology of Education, VIII(3), 247-258
Perfetti, C. (1985). Reading ability. Nueva York: Oxford University Press.
Perfetti, C. (2010). Decoding, vocabulary, and comprehension. The golden triangle of reading skill. En M. M. G. McKeowan y L. Kucan (Eds.), Bringing reading research to life (pp. 291-303). Nueva York: The Guilford Press.
Perfetti, C. y Hart, L. (2001). The lexical basis of comprehension skills. En D. Gorfein (Ed.), The consequences of meaning selection. Washington: American Psychological Association.
Romero, E. (2009). Comprensión lectora: propuesta cognitiva para estudiantes universitarios. Entérese, 27, 9-16.
Rossello, E. (17 de julio de 2011). Como el Uruguay no hay. El País, p.14.
Share, D. (1995). Phonological recording and self-teaching: sine qua non of Reading acquisition. Cognition, 55, 151-218.
Soca, R. (10 de septiembre de 2011). La lengua: arma de los imperios. La hora.
Storch, A. y Whitehurst, G. (2002). Oral language and code-related precursors to reading: evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
Vellutino, F., Tunmer, W., Jaccard, J. y Chen, R. (2007). Components of reading ability: multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11(1), 3-32.
Cain, K. y Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. Journal of Educational Psychology, 76, 683-696.
Cisneros, M., Olave, C y Rojas, I. (2012). Cómo mejorar la capacidad inferencial en estudiantes universitarios. Educación y Educadores, 15(1), 45-61. Recuperado de http://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/2130/2713
Cornoldi, C., De Beni, R. y Pazzaglia, F. (1996). Profiles of reading comprehension difficulties: an analysis of single cases. En C. Cornoldi y J. Oakhill (Eds.), Reading comprehension difficulties: processes and intervention (pp. 113-136). Nueva Jersey: Erlbaum.
Costa, D., Gründel, M. y Cuadro, A. (2011). Impacto y funcionamiento diferencial de los ítems respecto al género en el Test de Eficacia Lectora (TECLE). Ciencias Psicológicas, 1, 47-60.
Cuadro, A., Costa, D., Trías, D. y Ponce de León, P. (2009). Evaluación del nivel lector. Manual técnico del Test de Eficacia Lectora de J. Marín y M. Carrillo. Montevideo: Prensa Médica Latinoamericana.
Fajardo, A., Hernández, J. y González, A. (2012). Acceso léxico y comprensión lectora: un estudio con jóvenes universitarios. Revista Electrónica de Investigación Educativa, 14(2), 25-33. Recuperado de http://redie.uabc.mx/redie/article/view/305
Gough, P., Hoover, W. y Peterson, C. (1996). Some observations of a simple view of reading. En C. Cornoldi y J. Oakhill (Eds.), Reading comprehension difficulties (pp. 1-14) Hillsdale, NJ: Erlbaum.
Lesgold, A., Resnick, L. y Hammond, K. (1985). Learning to read: a longitudinal study of word skill development in two curricula. En E. Mackinnon y T. Walller (Eds.), Reading research. Advances in theory and practice (Vol. IV). Nueva York: Academic Press.
Lété, B. y Fayol, M. (2013). Substituted letter and transposed letter effects in a masked priming paradigm with French developing readers and dyslexics. Journal of Experimental Child Psychology, 114, 47-62.
Muller, B., Richter, T., Krizan, A., Hecht, T. y Ennemoser, M. (2015). Word recognition skill moderate effectiveness of reading strategy training in grade 2. Learning and Individual Difference, 40, 55-62.
Muter, V., Hulme, C. y Snowling, M. (2004). Phonemes, rimes, vocabulary and grammatical skills as foundations of early reading development: evidence from longitudinal study. Developmental Psychology, 40(5), 665-681.
Nation, K. y Snowling, M. (1998). Semantic processing and the development of word recognition skills: evidence from children with reading comprehension difficulties. Journal of Memory and Language, 39, 85-101.
Nation, K. (2009). Form-meaning links in the development of visual word recognition. Philosophical Transactions of the Royal Society, 364, 3665-3674.
Oakhill, J., Cain, K. y Bryant, P. (2003). The dissociation of word reading and text comprehension: evidence from component skill. Language and Cognitive Processes, 18(4), 443-468.
Pazzaglia, F., Cornoldi, C. y Tressoldi, P. (1993). Learning to read: evidence on the distinction between decoding and comprehension skills. European Journal of Psychology of Education, VIII(3), 247-258
Perfetti, C. (1985). Reading ability. Nueva York: Oxford University Press.
Perfetti, C. (2010). Decoding, vocabulary, and comprehension. The golden triangle of reading skill. En M. M. G. McKeowan y L. Kucan (Eds.), Bringing reading research to life (pp. 291-303). Nueva York: The Guilford Press.
Perfetti, C. y Hart, L. (2001). The lexical basis of comprehension skills. En D. Gorfein (Ed.), The consequences of meaning selection. Washington: American Psychological Association.
Romero, E. (2009). Comprensión lectora: propuesta cognitiva para estudiantes universitarios. Entérese, 27, 9-16.
Rossello, E. (17 de julio de 2011). Como el Uruguay no hay. El País, p.14.
Share, D. (1995). Phonological recording and self-teaching: sine qua non of Reading acquisition. Cognition, 55, 151-218.
Soca, R. (10 de septiembre de 2011). La lengua: arma de los imperios. La hora.
Storch, A. y Whitehurst, G. (2002). Oral language and code-related precursors to reading: evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
Vellutino, F., Tunmer, W., Jaccard, J. y Chen, R. (2007). Components of reading ability: multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11(1), 3-32.
Downloads
-
HTML
-
PDF
-
XMLSPANISH 46
Article abstract page views: 2883
Published
2017-10-25
