Lexical Access and Reading Comprehension: A Study with University Students
Keywords:
Reading, word recognition, comprehension.Abstract
Poor automatization of lexical access results in poor performance in reading comprehension (Perfetti, 1985 and 1991). This study relates the performance of 84 undergraduate students in word recognition and reading comprehension skills. Three items of a standardized test were given to the students—the reading of words and pseudowords to identify the percentage of error, and a reading comprehension item. The results show that 36% had high percentages of error in both lexical and semantic processes, while 19% had low percentages of error in both tasks. The effect of the lexical variables of frequency and length is evident. There is a higher percentage of error for low-frequency words and pseudowords and for long words and pseudowords. A higher rate of error in words and pseudowords correlated to a greater number of mistakes in reading comprehension.Downloads
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References
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Baddeley, A., Logie, R., Nimmo-Smith, I. y Brereton, N. (1985). Components of fluent reading. Journal of Memory and Language, 24, 119-131.
Balota, D. A., Yap, M. J. y Cortese, M. J. (2006). Visual word recognition: The journey from features to meaning (a travel update). En M. J. Traxler y M. A. Gernsbacher (Eds.), Handbook of psycholinguistics (pp. 285-375). Londres: Elsevier.
Bell, L. C. y Perfetti, C. A. (1994). Reading skill: Some adult comparisons. Journal of Educational Psychology, 86, 244-255.
Campbell, R. y Butterworth, B. (1985). Phonological dyslexia and dysgraphia in a highly literate subject: a developmental case with associated deficits of phonemic processing and awareness. The Quarterly Journal of Experimental Psychology, 37(3), 435-475.
Carlino, P. (2005). Escribir, leer y aprender la universidad: una introducción a la alfabetización académica. Buenos Aires: Fondo de Cultura Académica de Argentina.
Carreiras, M., Mechelli, A., Estevez, A. y Price, C. (2007). Brain activation for lexical decision and reading aloud: Two sides of the same coin? Journal of Cognitive Neuroscience, 19(3), 433-444.
Cunningham, A. E., Stanovich, K. E. y Wilson, M. (1990). Cognitive variation in adult college students differing in academic ability. En T. H. Carr y B. A. Levy (Eds.), Reading and its development: Component skills approaches. Nueva York: Academic Press.
Crowder, R. G. (1985). Psicología de la lectura. Madrid: Alianza Psicología.
De Vega, M., Carreiras, M., Gutiérrez-Calvo, M. y Alonso-Quecuty, M. L. (1990). Lectura y comprensión. Una perspectiva cognitiva. Madrid: Alianza Psicología.
De Vega, M. (1999). Psicolingüistica del español. Madrid: Trotta.
Ehri, L. C. (2005). Development of sight word reading: Phases and findings. En M. J. Snowling y C. Hulme (Eds.), The science of reading: A handbook (pp. 135-154). Oxford: Blackwell.
Forster, K. I. (1976). Accessing the mental lexicon. En R.J .Wales y E.Walker (Eds.), New approaches to language mechanisms. (pp. 257-287). Amsterdam: North-Holland.
Gough, P. B. y Hillinger, M. L. (1980). Learning to read: an unnatural act. Bulletin of the Orton Society, 30, 179-160.
Haenggi, D. y Perfetti, C. A. (1994): Processing components of college-level reading comprehension. Discourse Processes, 17, 83-104.
Holmes, V. M. (2009). Bottom-up processing and reading comprehension in experienced adult readers. Journal of Research in Reading. 32, 309-326.
Jackson, N. E. (2005). Are university students’ component reading skills related to their text comprehension and academic achievement? Learning & Individual Differences, 15, 113-139.
LaBerge, D. y Samuels, J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
Marslen-Wilson, W. D. (1987). Functional parallelism in spoken word-recognition. Cognition, 25, 71-102.
Palmer, J., MacLeod, C. M., Hunt, E. y Davidson, J. (1985). Information processing correlates of reading. Journal of Memory and Language, 24, 59-88.
Panagiotis, G. et al. (2002). Brain Mechanisms for Reading words and pseudowords: An Integrated Approach. Cerebral Cortex, 12(3), 297-305.
Perfetti, C. A. (1985). Reading ability. Nueva York: Oxford University Press.
Perfetti, C. A. (1991). Representations and awareness in the acquisition of reading competence. En L. Rieben y C. A. Perfetti (Eds.), Learning to read; basic research and its implications. (pp. 33-44). Hillsdale, NJ: Erlbaum.
Perfetti, C. A. (1992). The representation problem in reading acquisition. In P.B. Gough, L.C. Ehri y R. Treiman (Ed.), Reading acquisition. Hillsdale, NJ: Erlbaum.
Ehri, L. C. (1991). Development of the ability to read words. En R. Barr, P. Mosenthal y P. D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 383-417). Nueva York: Longman.
Perfetti, C. A., Goldman, S. R. y Hogaboam, T. W. (1979). Reading skill and the identification of words in discourse context. Memory and Cognition, 7, 273-282.
Ramos, J. L. y Cuetos, F. (2003). PROLEC-SE: Evaluación de los procesos lectores en alumnos del tercer ciclo de educación primaria y educación secundaria obligatoria (2ª. ed.). Madrid: TEA.
Rincón, G. et al. (2007) .Comprensión textual de los estudiantes admitidos en los programas de pregrado de la Universidad del Valle. En Lectura y escritura en la Educación Superior. Diagnósticos, propuestas e investigaciones.
Sánchez, M. J. et al. (1991). Velocidad de codificación y retraso específico en lectura. Universidad de Murcia. Anales de Psicología. España.
Smith, F. (1971). Understanding reading: a psycholinguistic analysis of reading and learning to read. Oxford: Holt, Rinehart & Winston.
Vellutino, F., Scanlon, Sh., Small, Sh.y Tanzman, M. (1991). The linguistic bases of reading ability: Converting written to oral language. Text,11, 99-133.
Zinar, S. (2000). The relative contributions of word identification skill and comprehension-monitoring behaviour to reading comprehension ability. Contemporary Educational Psychology, 25, 363-377.
Baddeley, A., Logie, R., Nimmo-Smith, I. y Brereton, N. (1985). Components of fluent reading. Journal of Memory and Language, 24, 119-131.
Balota, D. A., Yap, M. J. y Cortese, M. J. (2006). Visual word recognition: The journey from features to meaning (a travel update). En M. J. Traxler y M. A. Gernsbacher (Eds.), Handbook of psycholinguistics (pp. 285-375). Londres: Elsevier.
Bell, L. C. y Perfetti, C. A. (1994). Reading skill: Some adult comparisons. Journal of Educational Psychology, 86, 244-255.
Campbell, R. y Butterworth, B. (1985). Phonological dyslexia and dysgraphia in a highly literate subject: a developmental case with associated deficits of phonemic processing and awareness. The Quarterly Journal of Experimental Psychology, 37(3), 435-475.
Carlino, P. (2005). Escribir, leer y aprender la universidad: una introducción a la alfabetización académica. Buenos Aires: Fondo de Cultura Académica de Argentina.
Carreiras, M., Mechelli, A., Estevez, A. y Price, C. (2007). Brain activation for lexical decision and reading aloud: Two sides of the same coin? Journal of Cognitive Neuroscience, 19(3), 433-444.
Cunningham, A. E., Stanovich, K. E. y Wilson, M. (1990). Cognitive variation in adult college students differing in academic ability. En T. H. Carr y B. A. Levy (Eds.), Reading and its development: Component skills approaches. Nueva York: Academic Press.
Crowder, R. G. (1985). Psicología de la lectura. Madrid: Alianza Psicología.
De Vega, M., Carreiras, M., Gutiérrez-Calvo, M. y Alonso-Quecuty, M. L. (1990). Lectura y comprensión. Una perspectiva cognitiva. Madrid: Alianza Psicología.
De Vega, M. (1999). Psicolingüistica del español. Madrid: Trotta.
Ehri, L. C. (2005). Development of sight word reading: Phases and findings. En M. J. Snowling y C. Hulme (Eds.), The science of reading: A handbook (pp. 135-154). Oxford: Blackwell.
Forster, K. I. (1976). Accessing the mental lexicon. En R.J .Wales y E.Walker (Eds.), New approaches to language mechanisms. (pp. 257-287). Amsterdam: North-Holland.
Gough, P. B. y Hillinger, M. L. (1980). Learning to read: an unnatural act. Bulletin of the Orton Society, 30, 179-160.
Haenggi, D. y Perfetti, C. A. (1994): Processing components of college-level reading comprehension. Discourse Processes, 17, 83-104.
Holmes, V. M. (2009). Bottom-up processing and reading comprehension in experienced adult readers. Journal of Research in Reading. 32, 309-326.
Jackson, N. E. (2005). Are university students’ component reading skills related to their text comprehension and academic achievement? Learning & Individual Differences, 15, 113-139.
LaBerge, D. y Samuels, J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
Marslen-Wilson, W. D. (1987). Functional parallelism in spoken word-recognition. Cognition, 25, 71-102.
Palmer, J., MacLeod, C. M., Hunt, E. y Davidson, J. (1985). Information processing correlates of reading. Journal of Memory and Language, 24, 59-88.
Panagiotis, G. et al. (2002). Brain Mechanisms for Reading words and pseudowords: An Integrated Approach. Cerebral Cortex, 12(3), 297-305.
Perfetti, C. A. (1985). Reading ability. Nueva York: Oxford University Press.
Perfetti, C. A. (1991). Representations and awareness in the acquisition of reading competence. En L. Rieben y C. A. Perfetti (Eds.), Learning to read; basic research and its implications. (pp. 33-44). Hillsdale, NJ: Erlbaum.
Perfetti, C. A. (1992). The representation problem in reading acquisition. In P.B. Gough, L.C. Ehri y R. Treiman (Ed.), Reading acquisition. Hillsdale, NJ: Erlbaum.
Ehri, L. C. (1991). Development of the ability to read words. En R. Barr, P. Mosenthal y P. D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 383-417). Nueva York: Longman.
Perfetti, C. A., Goldman, S. R. y Hogaboam, T. W. (1979). Reading skill and the identification of words in discourse context. Memory and Cognition, 7, 273-282.
Ramos, J. L. y Cuetos, F. (2003). PROLEC-SE: Evaluación de los procesos lectores en alumnos del tercer ciclo de educación primaria y educación secundaria obligatoria (2ª. ed.). Madrid: TEA.
Rincón, G. et al. (2007) .Comprensión textual de los estudiantes admitidos en los programas de pregrado de la Universidad del Valle. En Lectura y escritura en la Educación Superior. Diagnósticos, propuestas e investigaciones.
Sánchez, M. J. et al. (1991). Velocidad de codificación y retraso específico en lectura. Universidad de Murcia. Anales de Psicología. España.
Smith, F. (1971). Understanding reading: a psycholinguistic analysis of reading and learning to read. Oxford: Holt, Rinehart & Winston.
Vellutino, F., Scanlon, Sh., Small, Sh.y Tanzman, M. (1991). The linguistic bases of reading ability: Converting written to oral language. Text,11, 99-133.
Zinar, S. (2000). The relative contributions of word identification skill and comprehension-monitoring behaviour to reading comprehension ability. Contemporary Educational Psychology, 25, 363-377.
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2012-11-01
