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Autor*innen: Richter, Tobias; Isberner, Maj-Britt; Naumann, Johannes; Neeb, Yvonne
Titel: Lexical quality and reading comprehension in primary school children
In: Scientific Studies of Reading, 17 (2013) 6, S. 415-434
DOI: 10.1080/10888438.2013.764879
URL: http://www.tandfonline.com/doi/abs/10.1080/10888438.2013.764879#.UvjablO2yQo
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Deutsch als Zweitsprache; Deutschland; Empirische Untersuchung; Grundschule; Grundschüler; Leistungsmessung; Lesekompetenz; Lesetest; Modell; Pfadanalyse; Phonologie; Qualität; Rechtschreibung; Schülerleistung; Technologiebasiertes Testen; Textverständnis
Abstract: 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