24.2638, Books: Accessing word meaning: Cremer

Fri Jun 28 22:04:36 UTC 2013

LINGUIST List: Vol-24-2638. Fri Jun 28 2013. ISSN: 1069 - 4875.

Subject: 24.2638, Books: Accessing word meaning: Cremer

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Date: Fri, 28 Jun 2013 18:04:19
From: Mariëtte Bonenkamp [lot at uu.nl]
Subject: Accessing word meaning: Cremer

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Title: Accessing word meaning 
Subtitle: Semantic word knowledge and reading comprehension in Dutch monolingual and
bilingual fifth-graders

Series Title: LOT Dissertation Series  

Publication Year: 2013 
Publisher: Netherlands Graduate School of Linguistics / Landelijke (LOT)
	   http://www.lotpublications.nl/

Book URL: http://www.lotpublications.nl/index3.html 

Author: Marjolein Cremer

Paperback: ISBN:  9789460931161 Pages:  Price: Europe EURO 20.35

Abstract:

Word knowledge is one of the key elements in reading comprehension and by
extension in school success. At the same time, it is not quite clear which
components of lexical knowledge play a role in reading. Is it enough to
recognize the words we read? Do we need an indepth understanding of their
meaning? Is it also important how fast or easily we access meaning? The
studies in this thesis investigated to what extent differences between
children in word knowledge and in underlying lexical-semantic processes are
predictive of differences in reading comprehension. In three quantitative
studies, lexical-semantic skills and reading comprehension are investigated
for Dutch monolingual and bilingual minority children. Previous research
indicates disadvantages for bilingual minority children in both vocabulary and
reading.

The analyses in this thesis show delays for bilingual minority children in
reading comprehension, semantic word knowledge and speed of accessing semantic
and lexical information in the face of comparable word decoding. For both
groups, semantic word knowledge is a relevant predictor of reading
comprehension. Semantic classification speed but not priming makes a small
additional contribution to reading comprehension. A final model shows that the
differences between language groups are not fully mediated by semantic word
knowledge and speed, leaving room for factors other than lexical-semantic
differences. The findings suggest that sufficient semantic knowledge of word
meaning and to a small extent fast access to meaning facilitate reading
comprehension. This book is of interest to scholars in the field of
psycholinguistics, second language acquisition and applied linguistics.

Linguistic Field(s): Applied Linguistics
                     Semantics

Written In: English  (eng)

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http://linguistlist.org/pubs/books/get-book.cfm?BookID=66177

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