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Lexical semantic richness: Effect on...

Duff, Dawna Margaret.

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Lexical semantic richness: Effect on reading comprehension and on readers' hypotheses about the meanings of novel words.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Lexical semantic richness: Effect on reading comprehension and on readers' hypotheses about the meanings of novel words./
Author:	Duff, Dawna Margaret.
Description:	140 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3711534
ISBN:	9781321878189

Lexical semantic richness: Effect on reading comprehension and on readers' hypotheses about the meanings of novel words.
Duff, Dawna Margaret.

Lexical semantic richness: Effect on reading comprehension and on readers' hypotheses about the meanings of novel words. - 140 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--The University of Iowa, 2015.

This item must not be sold to any third party vendors.

Purpose: This study investigates one possible reason for individual differences in vocabulary learning from written context. A Latent Semantic Analysis (LSA) model is used to motivate the prediction of a causal relationship between semantic knowledge for words in a text and the quality of their hypotheses about the semantics of novel words, an effect mediated by reading comprehension. The purpose of this study was to test this prediction behaviorally, using a within subject repeated measures design to control for other variables affecting semantic word learning.

ISBN: 9781321878189Subjects--Topical Terms:

643551
Language.

Lexical semantic richness: Effect on reading comprehension and on readers' hypotheses about the meanings of novel words.
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020 $a 9781321878189
035 $a (MiAaPQ)AAI3711534
035 $a AAI3711534
040 $a MiAaPQ $c MiAaPQ
100 1 $a Duff, Dawna Margaret. $3 3176857
245 1 0 $a Lexical semantic richness: Effect on reading comprehension and on readers' hypotheses about the meanings of novel words.
300 $a 140 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: J. B. Tomblin.
502 $a Thesis (Ph.D.)--The University of Iowa, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a Purpose: This study investigates one possible reason for individual differences in vocabulary learning from written context. A Latent Semantic Analysis (LSA) model is used to motivate the prediction of a causal relationship between semantic knowledge for words in a text and the quality of their hypotheses about the semantics of novel words, an effect mediated by reading comprehension. The purpose of this study was to test this prediction behaviorally, using a within subject repeated measures design to control for other variables affecting semantic word learning.
520 $a Methods: Participants in 6th grades (n=23) were given training to increase semantic knowledge of words from one of two texts, counterbalanced across participants. After training, participants read untreated and treated texts, which contained six nonword forms. Measures were taken of reading comprehension (RC) and the quality of the readers' hypotheses about the semantics of the novel words (HSNW). Text difficulty and semantic informativeness of the texts about nonwords were controlled.
520 $a Results: All participants had increases in semantic knowledge of taught words after intervention. For the group as a whole, RC scores were significantly higher in the treated than untreated condition, but HSNW scores were not significantly higher in the treated than untreated condition. Reading comprehension ability was a significant moderator of the effect of treatment on HSNW. A subgroup of participants with lower scores on a standardized reading comprehension measure (n=6) had significantly higher HSNW and RC scores in the treated than untreated condition. Participants with higher standardized reading comprehension scores (n=17) showed no effect of treatment on either RC or HSNW. Difference scores for RC and difference scores for HSNW were strongly related, indicating that within subjects, there is a relationship between RC and HSNW.
520 $a Conclusions: The results indicate that for a subgroup of readers with weaker reading comprehension, intervention to enhance lexical semantic richness had a substantial and significant effect on both their reading comprehension and on the quality of hypotheses that they generated about the meanings of novel words. Neither effect was found for a subgroup of readers with stronger reading comprehension. Clinical and educational implications are discussed.
590 $a School code: 0096.
650 4 $a Language. $3 643551
650 4 $a Reading instruction. $3 2122756
650 4 $a Speech therapy. $3 520446
690 $a 0679
690 $a 0535
690 $a 0460
710 2 $a The University of Iowa. $b Speech Pathology and Audiology. $3 1674320
773 0 $t Dissertation Abstracts International $g 76-11A(E).
790 $a 0096
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3711534