Services on Demand
Journal
Article
Indicators
- Cited by SciELO
- Access statistics
Related links
- Similars in SciELO
Share
Revista electrónica de investigación educativa
On-line version ISSN 1607-4041
Abstract
CUADRO, Ariel; BALBI, Alejandra and LUIS, Agustina. Lexical Access and Text Reading in University Students. REDIE [online]. 2017, vol.19, n.4, pp.1-8. ISSN 1607-4041. https://doi.org/10.24320/redie.2017.19.4.1282.
Several studies have shown that skills associated with recognizing the written word can predict reading comprehension during the early school years, but not in later years, and it has been suggested that the two skills become independent. This paper sets out to analyze, from a sample of 2,403 first-year undergraduate students, the relationship between written-word recognition - based on accuracy and speed - and the ability to read texts written by high-school literature teachers. The results show a slight but significant relationship between written-word recognition and correct answers to comprehension questions about written texts, in students with difficulties in reading access. These results are discussed within the framework of cognitive reading models that emphasize lexico-semantic knowledge in lexical access.
Keywords : Reading; word recognition; reading comprehension.