Lexical Access and Text Reading in University Students

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-...

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Detalhes bibliográficos
Autores: Cuadro, Ariel, Balbi, Alejandra, Luis, Agustina
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2017
País:México
Recursos:Universidad Autónoma de Baja California Sur
Repositório:Repositorio Institucional de la UABCS
Idioma:espanhol
OAI Identifier:oai:repositorioinstitucional.uabc.mx:20.500.12930/6255
Acesso em linha:https://redie.uabc.mx/index.php/redie/article/view/1282
Access Level:Acceso aberto
Palavra-chave:Lectura
reconocimiento de palabras
comprensión lectora.
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spelling Lexical Access and Text Reading in University StudentsAcceso léxico y lectura de textos en estudiantes universitariosCuadro, ArielBalbi, AlejandraLuis, AgustinaLecturareconocimiento de palabrascomprensión lectora.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.Diversos estudios han mostrado que las habilidades relacionadas con el reconocimiento de la palabra escrita predicen la comprensión lectora durante los primeros años escolares, pero no así en los años superiores planteando incluso que llegarían a ser habilidades independientes. En este trabajo nos propusimos analizar, a partir de una muestra de 2,403 estudiantes de primer año de universidad, la relación entre el reconocimiento de la palabra escrita, considerando los aspectos de precisión y velocidad, y la lectura de textos escritos elaborados por docentes de Literatura en el bachillerato. Los resultados dan muestra de una relación significativa leve entre el reconocimiento de la palabra escrita y la respuesta efectiva a preguntas de comprensión de textos escritos, en estudiantes con dificultades en el acceso lector. Se discuten estos resultados en el marco de los modelos cognitivos de la lectura que destacan el conocimiento léxico-semántico en el acceso léxico.REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).2017-10-252021-06-03T03:08:27Z2021-06-03T03:08:27Zinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlapplication/pdfapplication/xmlhttps://redie.uabc.mx/index.php/redie/article/view/128210.24320/redie.2017.19.4.1282 https://hdl.handle.net/20.500.12930/6255Revista Electrónica de Investigación Educativa; Vol. 19 No. 4 (2017); 1 - 8Revista Electrónica de Investigación Educativa; Vol. 19 Núm. 4 (2017); 1 - 81607-4041reponame:Repositorio Institucional de la UABCSinstname:Universidad Autónoma de Baja California Surinstacron:UABCSspahttps://redie.uabc.mx/index.php/redie/article/view/1282/1573https://redie.uabc.mx/index.php/redie/article/view/1282/1588https://redie.uabc.mx/index.php/redie/article/view/1282/1942Derechos de autor 2019 Revista Electrónica de Investigación Educativainfo:eu-repo/semantics/openAccessoai:repositorioinstitucional.uabc.mx:20.500.12930/62552024-09-18T21:36:29Z
dc.title.none.fl_str_mv Lexical Access and Text Reading in University Students
Acceso léxico y lectura de textos en estudiantes universitarios
title Lexical Access and Text Reading in University Students
spellingShingle Lexical Access and Text Reading in University Students
Cuadro, Ariel
Lectura
reconocimiento de palabras
comprensión lectora.
title_short Lexical Access and Text Reading in University Students
title_full Lexical Access and Text Reading in University Students
title_fullStr Lexical Access and Text Reading in University Students
title_full_unstemmed Lexical Access and Text Reading in University Students
title_sort Lexical Access and Text Reading in University Students
dc.creator.none.fl_str_mv Cuadro, Ariel
Balbi, Alejandra
Luis, Agustina
author Cuadro, Ariel
author_facet Cuadro, Ariel
Balbi, Alejandra
Luis, Agustina
author_role author
author2 Balbi, Alejandra
Luis, Agustina
author2_role author
author
dc.subject.none.fl_str_mv Lectura
reconocimiento de palabras
comprensión lectora.
topic Lectura
reconocimiento de palabras
comprensión lectora.
description 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.
publishDate 2017
dc.date.none.fl_str_mv 2017-10-25
2021-06-03T03:08:27Z
2021-06-03T03:08:27Z
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://redie.uabc.mx/index.php/redie/article/view/1282
10.24320/redie.2017.19.4.1282
https://hdl.handle.net/20.500.12930/6255
url https://redie.uabc.mx/index.php/redie/article/view/1282
identifier_str_mv 10.24320/redie.2017.19.4.1282
https://hdl.handle.net/20.500.12930/6255
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://redie.uabc.mx/index.php/redie/article/view/1282/1573
https://redie.uabc.mx/index.php/redie/article/view/1282/1588
https://redie.uabc.mx/index.php/redie/article/view/1282/1942
dc.rights.none.fl_str_mv Derechos de autor 2019 Revista Electrónica de Investigación Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2019 Revista Electrónica de Investigación Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
application/pdf
application/xml
dc.publisher.none.fl_str_mv REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publisher.none.fl_str_mv REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
dc.source.none.fl_str_mv Revista Electrónica de Investigación Educativa; Vol. 19 No. 4 (2017); 1 - 8
Revista Electrónica de Investigación Educativa; Vol. 19 Núm. 4 (2017); 1 - 8
1607-4041
reponame:Repositorio Institucional de la UABCS
instname:Universidad Autónoma de Baja California Sur
instacron:UABCS
instname_str Universidad Autónoma de Baja California Sur
instacron_str UABCS
institution UABCS
reponame_str Repositorio Institucional de la UABCS
collection Repositorio Institucional de la UABCS
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.81155

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