Lexical Access and Reading Comprehension: A Study with University Students

Lexical Access and Reading Comprehension: A Study with University Students

Poor automatization of lexical access results in poor performance in reading comprehension (Perfetti, 1985 and 1991). This study relates the performance of 84 undergraduate students in word recognition and reading comprehension skills. Three items of a standardized test were given to the student...

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Prif Awduron: Fajardo Hoyos, Adriana, Hernández Jaramillo, Janeth, González Sierra, Ángela
Fformat: Online
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Cyhoeddwyd: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012
Mynediad Ar-lein:https://redie.uabc.mx/index.php/redie/article/view/305
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spelling redie-article-3052017-04-26T00:13:00Z Lexical Access and Reading Comprehension: A Study with University Students Acceso léxico y comprensión lectora: un estudio con jóvenes universitarios Fajardo Hoyos, Adriana Hernández Jaramillo, Janeth González Sierra, Ángela Reading word recognition comprehension. Lectura reconocimiento de palabra comprensión. Poor automatization of lexical access results in poor performance in reading comprehension (Perfetti, 1985 and 1991). This study relates the performance of 84 undergraduate students in word recognition and reading comprehension skills. Three items of a standardized test were given to the students—the reading of words and pseudowords to identify the percentage of error, and a reading comprehension item. The results show that 36% had high percentages of error in both lexical and semantic processes, while 19% had low percentages of error in both tasks. The effect of the lexical variables of frequency and length is evident. There is a higher percentage of error for low-frequency words and pseudowords and for long words and pseudowords. A higher rate of error in words and pseudowords correlated to a greater number of mistakes in reading comprehension. La pobre automatización del acceso léxico genera escaso rendimiento en comprensión lectora (Perfetti, 1985 y 1991). Este estudio relaciona el desempeño en acceso léxico y las habilidades de comprensión lectora en 84 estudiantes universitarios. Se aplicaron tres ítems de una prueba estandarizada, lectura de palabras y pseudopalabras para identificar el porcentaje de error; y un ítem de comprensión lectora. El 36% tuvo altos porcentajes de error tanto en procesos léxicos como semánticos; el 19% tuvo bajos porcentajes de error en ambas tareas. El efecto de las variables léxicas de frecuencia y longitud es evidente. Existe un mayor porcentaje de error para palabras de baja frecuencia y pseudopalabras y en palabras y pseudopalabras largas. A mayor porcentaje de error en palabras y pseudopalabras, mayores desaciertos en comprensión lectora. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012-11-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/305 Revista Electrónica de Investigación Educativa; Vol. 14 No. 2 (2012) Revista Electrónica de Investigación Educativa; Vol. 14 Núm. 2 (2012) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/305/660 https://redie.uabc.mx/index.php/redie/article/view/305/468 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Fajardo Hoyos, Adriana
Hernández Jaramillo, Janeth
González Sierra, Ángela
spellingShingle Fajardo Hoyos, Adriana
Hernández Jaramillo, Janeth
González Sierra, Ángela
Lexical Access and Reading Comprehension: A Study with University Students
author_facet Fajardo Hoyos, Adriana
Hernández Jaramillo, Janeth
González Sierra, Ángela
author_sort Fajardo Hoyos, Adriana
title Lexical Access and Reading Comprehension: A Study with University Students
title_short Lexical Access and Reading Comprehension: A Study with University Students
title_full Lexical Access and Reading Comprehension: A Study with University Students
title_fullStr Lexical Access and Reading Comprehension: A Study with University Students
title_full_unstemmed Lexical Access and Reading Comprehension: A Study with University Students
title_sort lexical access and reading comprehension: a study with university students
description Poor automatization of lexical access results in poor performance in reading comprehension (Perfetti, 1985 and 1991). This study relates the performance of 84 undergraduate students in word recognition and reading comprehension skills. Three items of a standardized test were given to the students—the reading of words and pseudowords to identify the percentage of error, and a reading comprehension item. The results show that 36% had high percentages of error in both lexical and semantic processes, while 19% had low percentages of error in both tasks. The effect of the lexical variables of frequency and length is evident. There is a higher percentage of error for low-frequency words and pseudowords and for long words and pseudowords. A higher rate of error in words and pseudowords correlated to a greater number of mistakes in reading comprehension.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2012
url https://redie.uabc.mx/index.php/redie/article/view/305
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