TY - JOUR
T1 - Acceso léxico y lectura de textos en estudiantes universitarios
AU - Cuadro, Ariel
AU - Balbi, Alejandra
AU - Luis, Agustina
PY - 2017
Y1 - 2017
N2 - 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.
AB - 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.
KW - Reading
KW - Reading comprehension
KW - Word recognition
UR - http://www.scopus.com/inward/record.url?scp=85032207210&partnerID=8YFLogxK
U2 - 10.24320/redie.2017.19.4.1282
DO - 10.24320/redie.2017.19.4.1282
M3 - Artículo
AN - SCOPUS:85032207210
SN - 1607-4041
VL - 19
SP - 1
EP - 8
JO - Revista Electronica de Investigacion Educativa
JF - Revista Electronica de Investigacion Educativa
IS - 4
ER -