Semantic Categorization and Reading Skill across Dutch Primary Grades: Development Yes, Relationship No

Autor/inn/en	Gijsel, Martine A. R.; Ormel, Ellen A.; Hermans, Daan; Verhoeven, L.; Bosman, Anna M. T.
Titel	Semantic Categorization and Reading Skill across Dutch Primary Grades: Development Yes, Relationship No
Quelle	In: Journal of Child Language, 38 (2011) 2, S.356-379 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000909990420
Schlagwörter	Semantics; Reading Tests; Classification; Reading Skills; Language Skills; Indo European Languages; Semiotics; Bilingualism; Elementary School Students; Standardized Tests; Reaction Time; Reading Difficulties; Language Acquisition + Suchen Sie Ihr Suchwort? Semantik; Lesetest; Classification system; Klassifikation; Klassifikationssystem; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz; Indoeuropäisch; Semiotik; Bilingualismus; Standadised tests; Standardisierter Test; Reaktionsvermögen; Reading difficulty; Leseschwierigkeit; Sprachaneignung; Spracherwerb
Abstract	In the present study, the development of semantic categorization and its relationship with reading was investigated across Dutch primary grade students. Three Exemplar-level tasks (Experiment 1) and two Superordinate-level tasks (Experiment 2) with different types of distracters (phonological, semantic and perceptual) were administered to assess semantic categorization skills. Reading was measured with a standardized word-reading test. Results of both experiments demonstrated that children in the higher grades had shorter reaction times and fewer errors than children in the lower grades. Reading skill, however, was not related to semantic categorization performance. Moreover, neither grade level nor reading skill was related to the effect of distracter type on error percentages. Based on the results of this study, we suggest a substantial development of semantic categorization skills over time, and reject the notion that Dutch poor readers have less advanced semantic categorization skills than typical readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10