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The role of semantic retrieval in children's reading comprehension development in the upper primary grades
Author(s) -
Nouwens Suzan,
Groen Margriet A.,
Kleemans Tijs,
Verhoeven Ludo
Publication year - 2018
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/1467-9817.12128
Subject(s) - reading comprehension , vocabulary , psychology , comprehension , fluency , reading (process) , semantics (computer science) , vocabulary development , lexicon , mental lexicon , cognitive psychology , computer science , linguistics , natural language processing , artificial intelligence , mathematics education , philosophy , programming language
Background The lexical quality hypothesis proposes that successful reading comprehension requires high quality lexical representations, which allow for efficient retrieval. These retrieval operations have however not been specified. Methods We investigated the contribution of semantic retrieval to reading comprehension in 119 Dutch children in the upper grades of primary school, while taking decoding skills and vocabulary size into account in a longitudinal design. By using verbal fluency tasks, we measured retrieval in line with the structural organisation of the mental lexicon and additionally, a more controlled search through the mental lexicon. Results Semantic retrieval assessed in grade 5 accounted for variance in reading comprehension in grade 6, in addition to variance accounted for by vocabulary size and reading comprehension in grade 5. Conclusions The ability to search through the mental lexicon, along the lines of its hierarchical structure, is important for children's reading comprehension development in the upper primary grades.