Martina Röthlisberger, Ladina Brugger, Britta Juska-Bacher
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What cues do children use to infer the meaning of unknown words while reading? Empirical data from German-speaking third graders
Abstract 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.
期刊介绍:
The aim of the journal is to promote linguistic research by publishing high-quality contributions and thematic special issues from all fields and trends of modern linguistics. In addition to articles and reviews, the journal also features contributions to discussions on current controversies in the field as well as overview articles outlining the state-of-the art of relevant research paradigms. Topics: -General Linguistics -Language Typology -Language acquisition, language change and synchronic variation -Empirical linguistics: experimental and corpus-based research -Contributions to theory-building