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Word Recognition in High and Low Ski...

Abraham, Ashley.

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Word Recognition in High and Low Skill Spellers: Context effects on Lexical Ambiguity Resolution.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Word Recognition in High and Low Skill Spellers: Context effects on Lexical Ambiguity Resolution./
Author:	Abraham, Ashley.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	72 p.
Notes:	Source: Masters Abstracts International, Volume: 56-04.
Contained By:	Masters Abstracts International56-04(E).
Subject:	Experimental psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10592301
ISBN:	9781369732856

Word Recognition in High and Low Skill Spellers: Context effects on Lexical Ambiguity Resolution.
Abraham, Ashley.

Word Recognition in High and Low Skill Spellers: Context effects on Lexical Ambiguity Resolution. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 72 p.

Source: Masters Abstracts International, Volume: 56-04.

Thesis (M.A.)--Kent State University, 2017.

Recent research suggests that low-skill readers rely more on context to recognize a word's meaning (Andrews & Bond, 2009; Ashby, Rayner, & Clifton, 2005). Many studies on individual differences in reading have used reading comprehension as the primary measure of skill however, spelling skill may be a better predictor of reading ability than comprehension (Andrews & Bond, 2009). The current study takes spelling skill as the primary measure of reading ability and uses lexically ambiguous words to evaluate context use among high- and low-skill readers. Lexically ambiguous words have more than one distinct meaning; therefore, context is necessary for selecting the appropriate meaning. Participants read sentences containing ambiguous words. Context prior to the ambiguous word supported the infrequent, subordinate meaning. Results suggest that low-skill readers are able to resolve the ambiguity on the target word without incurring the time cost typically associated with ambiguous word processing. Conversely, high-skill readers show the typically time cost on the ambiguous word however, this does not appear to result in ambiguity resolution on the target word. Thus, the results support a larger influence of context for low-skill readers than for high-skill readers. Results are discussed in regard to the lexical quality hypothesis (Perfetti, 2007).

ISBN: 9781369732856Subjects--Topical Terms:

2144733
Experimental psychology.

Word Recognition in High and Low Skill Spellers: Context effects on Lexical Ambiguity Resolution.
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300 $a 72 p.
500 $a Source: Masters Abstracts International, Volume: 56-04.
500 $a Adviser: Jocelyn Folk.
502 $a Thesis (M.A.)--Kent State University, 2017.
520 $a Recent research suggests that low-skill readers rely more on context to recognize a word's meaning (Andrews & Bond, 2009; Ashby, Rayner, & Clifton, 2005). Many studies on individual differences in reading have used reading comprehension as the primary measure of skill however, spelling skill may be a better predictor of reading ability than comprehension (Andrews & Bond, 2009). The current study takes spelling skill as the primary measure of reading ability and uses lexically ambiguous words to evaluate context use among high- and low-skill readers. Lexically ambiguous words have more than one distinct meaning; therefore, context is necessary for selecting the appropriate meaning. Participants read sentences containing ambiguous words. Context prior to the ambiguous word supported the infrequent, subordinate meaning. Results suggest that low-skill readers are able to resolve the ambiguity on the target word without incurring the time cost typically associated with ambiguous word processing. Conversely, high-skill readers show the typically time cost on the ambiguous word however, this does not appear to result in ambiguity resolution on the target word. Thus, the results support a larger influence of context for low-skill readers than for high-skill readers. Results are discussed in regard to the lexical quality hypothesis (Perfetti, 2007).
590 $a School code: 0101.
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