Reading Ability: Lexical Quality to Comprehension

By Charles A. Perfetti. 2007

2,064 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/239b871e6cebee8c4708b68c34123050af418cc4

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

CONTEXTUAL WORD LEARNING DURING READING IN A SECOND LANGUAGE (2017, background): “…representation and a semantic representation (Lindsay & Gaskell, 2013; Qiao & Forster, 2012; Share, 2004; Tamminen & Gaskell, 2013), and binding formal and semantic sources of information in such a way that word identity is reliably retrieved from an orthographic input (Perfetti, 2007).”
What’s the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories. (2020, positive): “Our findings were anticipated by Demoulin and Kolinsky (2016), Stanovich (1986), and Perfetti (1985), but only for reading.”
Children’s reading difficulties, language, and reflections on the simple view of reading (2019, background): “Instead, comprehension in skilled readers depends on high quality input from a word recognition system that identifies words quickly and precisely (Perfetti, 2008).”
The role and importance of lower-level processes in second language reading (2013, background): “Research also seems to suggest that the information provided through syntactic and semantic sources is used primarily during text integration processes rather than word-meaning encoding (Briggs et al. 1984; Seidenberg et al. 1984; Wright & Garrett 1984; Stanovich 2000; Perfetti 2007).”
The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school (2012, background): “While there are surely myriad ways in which to operationalize depth of vocabulary knowledge (see Perfetti, 2007; Perfetti & Hart, 2002 for a similar perspective, the Lexical Quality Hypothesis, as it pertains to adult readers), a review of the extant literature suggests that there are three related…”
The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis (2020, background): “For fluent reading, form knowledge is necessary (Grabe, 2009; Perfetti & Hart, 2002; Stanovich, 2000) and a reader needs to first recognize a word so as to retrieve its meaning (Perfetti, 2007).”
The Role of Vocabulary in the Context of the Simple View of Reading (2013, background): “…words (breadth), or their explicit and specific knowledge (depth), but also more general aspects of lexical skill, including interconnectivity among orthographic, phonological, and semantic aspects of words, in line with the lexical quality hypothesis (Perfetti, 2007; Perfetti & Hart, 2001, 2002).”
The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. (2014, background): “Second, as a story unfolds an individual with richer vocabulary knowledge will activate a greater range of associated concepts and be better prepared to make inferences to support comprehension than someone with poorer knowledge (Elbro & Buch-Iverson, 2013; Perfetti, 2007; Perfetti & Stafura, 2014).”
Development of a new reading comprehension assessment: Identifying comprehension differences among readers (2014, result): “…findings were consistent with previous research that found similar types of poor comprehenders, and support other researchers' conclusions that poor comprehenders may struggle with reading in different ways (Cain & Oakhill, 2006; Nation, Clarke, & Snowling, 2002; Perfetti, 2007; Rapp et al., 2007).”
Lextale_FR A Fast, Free, and Efficient Test to Measure Language Proficiency in French (2013, positive): “A notion that is becoming increasingly important in psycholinguistic research is that of ‘lexical quality’ (Perfetti, 2007), defined as the degree to which written words are stored in memory as stable, integrated patterns of detailed phonology, orthography, and meaning (to be contrasted with the haz”
Using Eye Movements to Investigate Word Frequency Effects in Children's Sentence Reading (2013, background): “This, in turn, provides the foundation for successful reading comprehension (Perfetti, 2007).”