Lexical Access and Text Reading in University Students

Lexical Access and Text Reading in University Students

Several studies have shown that skills associated with recognizing the written word can predict reading comprehension during the early school years, but not in later years, and it has been suggested that the two skills become independent. This paper sets out to analyze, from a sample of 2,403 first-...

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Hauptverfasser: Cuadro, Ariel, Balbi, Alejandra, Luis, Agustina
Format: Online
Sprache:spa
Veröffentlicht: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2017
Online Zugang:https://redie.uabc.mx/index.php/redie/article/view/1282
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spelling redie-article-12822020-12-11T17:55:54Z Lexical Access and Text Reading in University Students Acceso léxico y lectura de textos en estudiantes universitarios Cuadro, Ariel Balbi, Alejandra Luis, Agustina Lectura reconocimiento de palabras comprensión lectora. Several studies have shown that skills associated with recognizing the written word can predict reading comprehension during the early school years, but not in later years, and it has been suggested that the two skills become independent. This paper sets out to analyze, from a sample of 2,403 first-year undergraduate students, the relationship between written-word recognition – based on accuracy and speed – and the ability to read texts written by high-school literature teachers. The results show a slight but significant relationship between written-word recognition and correct answers to comprehension questions about written texts, in students with difficulties in reading access. These results are discussed within the framework of cognitive reading models that emphasize lexico-semantic knowledge in lexical access. Diversos estudios han mostrado que las habilidades relacionadas con el reconocimiento de la palabra escrita predicen la comprensión lectora durante los primeros años escolares, pero no así en los años superiores planteando incluso que llegarían a ser habilidades independientes. En este trabajo nos propusimos analizar, a partir de una muestra de 2,403 estudiantes de primer año de universidad, la relación entre el reconocimiento de la palabra escrita, considerando los aspectos de precisión y velocidad, y la lectura de textos escritos elaborados por docentes de Literatura en el bachillerato. Los resultados dan muestra de una relación significativa leve entre el reconocimiento de la palabra escrita y la respuesta efectiva a preguntas de comprensión de textos escritos, en estudiantes con dificultades en el acceso lector. Se discuten estos resultados en el marco de los modelos cognitivos de la lectura que destacan el conocimiento léxico-semántico en el acceso léxico. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2017-10-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/index.php/redie/article/view/1282 10.24320/redie.2017.19.4.1282 Revista Electrónica de Investigación Educativa; Vol. 19 No. 4 (2017); 1 - 8 Revista Electrónica de Investigación Educativa; Vol. 19 Núm. 4 (2017); 1 - 8 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/1282/1573 https://redie.uabc.mx/index.php/redie/article/view/1282/1588 https://redie.uabc.mx/index.php/redie/article/view/1282/1942 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Cuadro, Ariel
Balbi, Alejandra
Luis, Agustina
spellingShingle Cuadro, Ariel
Balbi, Alejandra
Luis, Agustina
Lexical Access and Text Reading in University Students
author_facet Cuadro, Ariel
Balbi, Alejandra
Luis, Agustina
author_sort Cuadro, Ariel
title Lexical Access and Text Reading in University Students
title_short Lexical Access and Text Reading in University Students
title_full Lexical Access and Text Reading in University Students
title_fullStr Lexical Access and Text Reading in University Students
title_full_unstemmed Lexical Access and Text Reading in University Students
title_sort lexical access and text reading in university students
description Several studies have shown that skills associated with recognizing the written word can predict reading comprehension during the early school years, but not in later years, and it has been suggested that the two skills become independent. This paper sets out to analyze, from a sample of 2,403 first-year undergraduate students, the relationship between written-word recognition – based on accuracy and speed – and the ability to read texts written by high-school literature teachers. The results show a slight but significant relationship between written-word recognition and correct answers to comprehension questions about written texts, in students with difficulties in reading access. These results are discussed within the framework of cognitive reading models that emphasize lexico-semantic knowledge in lexical access.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2017
url https://redie.uabc.mx/index.php/redie/article/view/1282
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