Abstract
A categorical judgment task was utilized to investigate the relationships between word recognition skills and reading achievement at several grade levels. In the first experiment skilled and unskilled readers from Grades 2, 4, and 6 made cognitive decisions about pairs of words using either graphemic, lexical, or semantic information. In Experiment 2 skilled, average, and unskilled readers from Grades 1, 3, and 5 made semantic decisions about word or picture pairs. The speed and accuracy of word encoding, lexical access, and semantic memory access processes varied as a function of reading ability. These results suggest that inefficient word recognition skills can contribute to reading deficiencies as can deficiencies in semantic memory organization.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
