Work

Modeling Reader and Text Interactions During Narrative Comprehension: A Test of the Lexical Quality Hypothesis

Year: 2012

Type: article

Abstract: The goal of this study was to examine predictions derived from the Lexical Quality Hypothesis (Perfetti & Hart, 2002; Perfetti, 2007) 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 two text properties (length 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.

Source: Discourse Processes

DOI: 10.1080/0163853x.2012.742001

Authors: Stephen T. Hamilton, Erin M. Freed, Debra L. Long

Institution: University of California, Davis

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

Open Access status: green

Funders: National Institutes of Health, Eunice Kennedy Shriver National Institute of Child Health and Human Development

Awards: Reading Skill: Modeling Individual and Text Interactions, G6591344436