The Effects of Context on Word Identification in Good and Poor Readers

The Effects of Context on Word Identification in Good and Poor Readers

A semantic priming procedure was used to test the hypothesis that children differing in word-decoding skills differentially used context to facilitate word identification. Fifth-grade Ss classified as good or poor readers (N = 14 each group) saw pairs of stimuli - a prime followed by a target - with...

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Veröffentlicht in:The journal of psychology 1980-11, Vol.106 (2), p.179-192
Hauptverfasser: Merrill, Edward C., Sperber, Richard D., Mccauley, Charley
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container_title The journal of psychology
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creator Merrill, Edward C.
Sperber, Richard D.
Mccauley, Charley
description A semantic priming procedure was used to test the hypothesis that children differing in word-decoding skills differentially used context to facilitate word identification. Fifth-grade Ss classified as good or poor readers (N = 14 each group) saw pairs of stimuli - a prime followed by a target - with instructions to read the target as rapidly as possible. Primes were either semantically related or unrelated to the targets. For both single-word & incomplete-sentence primes, targets in related pairs were read faster than those in unrelated pairs, with larger facilitation effects obtained with the incomplete-sentence primes. However, the magnitude of these context effects did not vary as a function of word-decoding skill. In contrast to data obtained by other procedures, these findings suggest that differences between good & poor readers in word-decoding skills are not necessarily related to differences in ability to extract & utilize the semantic content of written material. 2 Tables. HA
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title The Effects of Context on Word Identification in Good and Poor Readers
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