Röthlisberger, Martina; Brugger, Ladina; Juska-Bacher, Britta (2023). What cues do children use to infer the meaning of unknown words while reading? Empirical data from German-speaking third graders. Zeitschrift für Sprachwissenschaft, pp. 1-27 De Gruyter Mouton. 10.1515/zfs-2023-2008
Text
R_thlisberger_Brugger_Juska-Bacher_2023.pdf - Published Version Available under License Creative Commons: Attribution (CC-BY). Download (1MB) |
During the development of reading skills in primary school, children begin to make guesses about unfamiliar words when reading a text. This process of lexical inference is an important source of new vocabulary acquisition. In the present study, 55 children with a wide range of reading skills and vocabulary knowledge were asked to infer the meaning of unknown words (i.e., pseudowords) inserted into a short story and to provide insight into their inferencing processes. The results show that children use a variety of cues. While learners with higher reading skills and vocabulary knowledge tend to be more successful inferencers and rely more on contextual cues, the evidence for the use of phonological cues is limited. Furthermore, in 20 percent of the cases, children were able to recall the meaning of a pseudoword already mentioned in the text.
Item Type: |
Journal Article (Original Article) |
---|---|
PHBern Contributor: |
Röthlisberger, Martina, Brugger, Ladina, Juska, Britta |
Publisher: |
De Gruyter Mouton |
Projects: |
[17 w 1000 04] Die Entwicklung von Wortschatz und Lesen. Eine Untersuchung auf der Unterstufe (EnWoLe) Official URL |
Submitter: |
Britta Juska-Bacher |
Date Deposited: |
17 Oct 2023 15:39 |
Last Modified: |
22 Oct 2023 00:10 |
Publisher DOI: |
10.1515/zfs-2023-2008 |
Uncontrolled Keywords: |
lexical inferencing, inferencing strategies, reading acquisition, vocabulary acquisition |
PHBern DOI: |
10.57694/7087 |
URI: |
https://phrepo.phbern.ch/id/eprint/7087 |