Abstract
RELATIONSHIPS BETWEEN the speeds of word encoding, lexical access, semantic memory access processes, and reading achievement were investigated using college undergraduates as subjects. In Experiment 1 subjects made decisidns about pairs of words using visual, name, or semantic information. In Experiment 2, silbjects used semantic information to make categorical decisions about word or picture pairs. Reading achievement was measured for all subjects using the Nelson-Denny Reading Test and a prose comprehension task. The speed of word rec6gnition subprocesses accounted for significant proportions of the variance in reading achievement. However, reading achievement was most strongly related to the speed of semantic memory access for both words and pictures. These results suggest reading deficiencies may occur as a result of either slow semantic memory access speeds or a lack of organization of information in semantic memory.
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