Part of
Developmental Perspectives in Written Language and Literacy: In honor of Ludo VerhoevenEdited by Eliane Segers and Paul van den Broek
[Not in series 206] 2017
► pp. 51–67
Edited by Eliane Segers and Paul van den Broek
[Not in series 206] 2017
► pp. 51–67
Lexical quality revisited
I examine the central ideas of the Lexical
Quality Hypothesis (LQH), reviewing the early studies that motivated
them, and discussing more recent research that further supports and
refines them. This research shows the specific importance of the
reader’s knowledge of word meanings in comprehension, the effects of
spelling knowledge on word reading, and the fine-grain consequences
for text reading when lexical quality (LQ) has been experimentally
manipulated during word learning. Studies of word-to-text
integration provide a paradigm case for observing the reader’s use
of word meaning knowledge during on-line comprehension. As a
theoretical framework, the LQH has proved valuable for framing
theoretical and practical questions about word knowledge and its
role in reading.
Keywords: Lexical Quality, word identity, orthographic knowledge, word meaning, phonology, spelling, vocabulary, word-to-text integration, working memory
Article outline
- 1.Introduction
- 1.1The central ideas of Lexical Quality (LQ)
- 1.2A paradigm example of lexical quality
- 2.Lexical Quality as a theoretical framework
- 3.Some empirical implications of LQ
- 3.1Word meaning
- 3.2Form knowledge: Linguistic and literate forms
- 3.3Learning new words: Forms and meanings
- 3.4Manipulating Lexical Quality
- 3.5The word in text comprehension
- 4.Final reflections
-
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