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Autor:
Richter, Tobias; Isberner, Maj-Britt; Naumann, Johannes; Neeb, Yvonne:

Titel:
Lexical quality and reading comprehension in primary school children

Quelle:
In: Scientific Studies of Reading, 17 (2013) 6 , 415-434

URL des Volltextes:
http://www.tandfonline.com/doi/abs/10.1080/10888438.2013.764879#.UvjablO2yQo

Sprache:
Englisch

Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Schlagwörter:
Deutsch als Zweitsprache, Deutschland, Empirische Untersuchung, Grundschule, Grundschüler, Leistungsmessung, Lesekompetenz, Lesetest, Modell, Pfadanalyse, Phonologie, Qualität, Rechtschreibung, Schülerleistung, Technologiebasiertes Testen, Textverständnis


Abstract(original):
In a cross-sectional study, we examined the relationship between the quality of lexical representations and text comprehension skill in German primary school children (Grades 1-4). We measured the efficiency and accuracy of orthographical, phonological, and meaning representations by means of computerized tests. Text comprehension skill was assessed with a standardized reading test with questions requiring recognition of text information and inferencing. Both the accuracy of and the efficiency of access to the three types of lexical representations contributed to explaining interindividual variation in text comprehension skill. Results from a path-analytic model suggest a specific causal order of the three components of lexical quality with the quality of meaning representations partly mediating the effects of form representations.


DIPF-Abteilung:
Bildungsqualität und Evaluation

Notizen:

last modified Nov 11, 2016