The lexical quality hypothesis
By Charles A. Perfetti, Lesley Hart. 2002
1,040 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology, Management Science and Operations Research
View Paper: https://www.semanticscholar.org/paper/8012d18e46b031fe8aeaa3af42d2261a0b34f9ce
How researchers see this paper
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In Experimental and Cognitive Psychology
- Athanassios Protopapas
- Panagiotis G. Simos
- Angeliki Mouzaki
- J. Stafura
- Ludo Verhoeven
- J. V. van Leeuwe
- Ying Guo
- Georgios D. Sideridis
In Management Science and Operations Research
- Ludo Verhoeven
- Charles Hulme
- Jonathan Weeks
- Tenaha O'Reilly
- John P. Sabatini
- F. Duff
- Zuowei Wang
- J. V. van Leeuwe
Citations in the corpus
- Word Knowledge in a Theory of Reading Comprehension (2014, background): “The Lexical Quality Hypothesis (Perfetti, 2007; Perfetti & Hart, 2002) assumes that word knowledge (both form and meaning) is central to reading skill.”
- Decoding and Reading Comprehension: A Test of the Decoding Threshold Hypothesis (2019, methodology): “While the SVR and the LQH seem to be in conflict on the relation between decoding and reading comprehension, our hypothesis about the decoding threshold could be construed as a resolution to this conflict by defining a working range for the SVR and the LQH.”
- Vocabulary Growth and Reading Development across the Elementary School Years (2011, background): “The finding that early vocabulary predicts reading comprehension is in keeping with the lexical quality hypothesis (Perfetti & Hart, 2001); that is, not only the quality of the reader’s lexical representations but also the sheer number of words available is found to directly affect reading…”
- The Relation of Morphological Awareness and Syntactic Awareness to Adults’ Reading Comprehension (2011, background): “In particular, this result also supports a corollary of LQH (Perfetti & Hart, 2002), suggesting that vocabulary knowledge should play an important role in explaining individual differences in reading comprehension.”
- 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).”
- Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English. (2011, background): “According to lexical quality theory (Perfetti, 2007; Perfetti & Hart, 2002), children’s reading comprehension depends on the quality of their lexical representation of words, which is determined by the extent of the bonding of orthographic, phonological, and semantic components.”
- Reading Ability: Lexical Quality to Comprehension (2007, background): “Perfetti and Hart (2002) reported some results of factor analysis on a sample of 445 individuals from this database.”
- Automatic Question Generation for Vocabulary Assessment (2005, background): “The Lexical Knowledge Battery has multiple subsections that test orthographic and phonological skills (Perfetti and Hart, 2001).”
- Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction (2007, background): “More efficient retrieval in turn promotes comprehension, whereas effortful retrieval jeopardizes it (Perfetti & Hart, 2002).”
- A Cognitive View of Reading Comprehension: Implications for Reading Difficulties (2014, background): “Automatization of these lower level processes leaves more mental resources available for higher level processes of reading comprehension (Perfetti & Hart, 2002).”