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Literature DB >> 23526862

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

Stephen T Hamilton¹, Erin M Freed, Debra L Long.

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.

Entities: Chemical Disease Gene Species

Year: 2013 PMID： 23526862 PMCID： PMC3601682 DOI： 10.1080/0163853X.2012.742001

Source DB: PubMed Journal: Discourse Process ISSN： 0163-853X

11 in total

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Authors: M A Just; P A Carpenter
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5. Comparison of four scoring methods for the reading span test.

Authors: Naomi P Friedman; Akira Miyake
Journal: Behav Res Methods Date: 2005-11

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Authors: Chin Lung Yang; Charles A Perfetti; Franz Schmalhofer
Journal: J Exp Psychol Learn Mem Cogn Date: 2007-01 Impact factor: 3.051

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Authors: Debra L Long; Chantel Prat; Clinton Johns; Phillip Morris; Eunike Jonathan
Journal: Psychon Bull Rev Date: 2008-06

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Authors: M A Just; P A Carpenter; J D Woolley
Journal: J Exp Psychol Gen Date: 1982-06

9. An examination of the relationship between reading comprehension, higher-level and lower-level reading sub-skills in adults.

Authors: Nicole Landi
Journal: Read Writ Date: 2010-07-01

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

1. Working memory, short-term memory, and general fluid intelligence: a latent-variable approach.

Review 2. A capacity theory of comprehension: individual differences in working memory.

3. Reading strategies of fast and slow readers.

4. Eye movements of highly skilled and average readers: differential effects of frequency and predictability.

5. Comparison of four scoring methods for the reading span test.

6. Event-related potential indicators of text integration across sentence boundaries.

7. The importance of knowledge in vivid text memory: an individual-differences investigation of recollection and familiarity.

8. Paradigms and processes in reading comprehension.

9. An examination of the relationship between reading comprehension, higher-level and lower-level reading sub-skills in adults.

10. Age differences in the effects of conceptual integration training on resource allocation in sentence processing.

1. Word-Decoding Skill Interacts With Working Memory Capacity to Influence Inference Generation During Reading.

2. Language context processing deficits in schizophrenia: The role of attentional engagement.

3. The Random Forests statistical technique: An examination of its value for the study of reading.

4. Sensitivity to Referential Ambiguity in Discourse: The Role of Attention, Working Memory, and Verbal Ability.

5. Direct and Indirect Contributions of Executive Function to Word Decoding and Reading Comprehension in Kindergarten.

6. Poor readers' retrieval mechanism: efficient access is not dependent on reading skill.

7. Context-Sensitivity and Individual Differences in the Derivation of Scalar Implicature.