Lexical-semantic integration by good and poor reading comprehenders

Bibliographic Data

ID21429599
AuthorsLucilene Bender De Sousa (0000-0002-3833-5987, Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul), Lilian Cristine Hübner (0000-0002-7876-2211, Pontifícia Universidade Católica do Rio Grande do Sul), Roselaine Berenice Ferreira da Silva (0000-0002-1596-3104, Universidade de Santa Cruz do Sul)
Year2020
Volume73
Issue1
Pages63-78
Publication date2020-01-31
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueIlha do Desterro A Journal of English Language Literatures in English and Cultural Studies (JOURNAL)
Journal identifiersISSN: 0101-4846 • E-ISSN: 2175-8026
PublisherUniversidade Federal de Santa Catarina (UFSC) (PUBLISHER)
DOI10.5007/2175-8026.2020v73n1p63
OpenAlexW3004343531
LanguageEN
References cited8

In this paper, we investigate the level of vocabulary knowledge and the lexical-integration ability of good and poor comprehenders at the 8th grade of Elementary School. The participants were assessed in the following tasks: reading comprehension, listening comprehension, decoding, vocabulary, lexical-semantic integration and incongruence detection. The performance comparison revealed that good comprehenders performed significantly better than poor comprehenders in the measures of vocabulary and integration. The difference in the accuracy of the integration tasks remained significant after controlling for word knowledge. The results suggest that good and poor comprehenders differentiate not only in lexical semantic knowledge but also in lexical-semantic processing

Cognitive psychology · Comprehension · Linguistics · Natural language processing · Reading (process) · Reading comprehension · Vocabulary · Artificial Intelligence · Computer Science · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Text Readability and Simplification

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Open DOIOpen Access