Document Detail

Lexical effects in word naming in spanish children.
MedLine Citation:
PMID:  25012871     Owner:  NLM     Status:  In-Data-Review    
Reading strategies depend on the consistency of the orthographic system. Recently the use of lexical strategies at early stages of reading acquisition has been shown even in transparent orthographies. The aim of this study was to know how different lexical and sublexical variables affect the reaction times (RTs) and articulation times (ATs) in word reading in Spanish children. A group of 46 children of typical reading level in the second and fourth grades of primary school were asked to read aloud 100 words presented on a computer screen. The stimuli were morphologically simple nouns with different ranges of length, frequency, imageability, orthographic neighbors and age of acquisition (AoA). Reading and articulation time were measured. Differences between means of the second and the fourth grade were seen in RTs (p < .001; Cohens´ d = 1.41) and ATs (p < 001;Cohen´s d = 1.41) in a t-test. Analyses of mixed-effects revealed that word length, a sublexical variable, and frequency and AoA, lexical variables, affected both grades, mainly on the RTs. The presence of lexical variables reducing RTs and ATs in second grade suggests that lexical reading is present from very early stages in Spanish children.
Rrezarta Avdyli; Luis Castejón; Fernando Cuetos
Publication Detail:
Type:  Journal Article    
Journal Detail:
Title:  The Spanish journal of psychology     Volume:  17     ISSN:  1988-2904     ISO Abbreviation:  Span J Psychol     Publication Date:  2014 Jan 
Date Detail:
Created Date:  2014-07-11     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  101095192     Medline TA:  Span J Psychol     Country:  England    
Other Details:
Languages:  eng     Pagination:  E23     Citation Subset:  IM    
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