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Sentence Context and Word Recognition in Children with Average Reading Ability and with a Specific Reading Disability


Pratt, C and Kemp, NM and Martin, F, Sentence Context and Word Recognition in Children with Average Reading Ability and with a Specific Reading Disability, Australian Journal of Psychology, 48, (3) pp. 155-159. ISSN 0004-9530 (1996) [Refereed Article]

DOI: doi:10.1080/00049539608259523


The inhibitory and facilitatory effects of context on word recognition were investigated in 24 8-to 10-year-old children with a specific reading disability in comparison with a group of 24 children matched for reading ability and a group of 24 children matched for chronological age. To avoid confounding the effects of reading level with those of word difficulty, target words of equivalent relative familiarity for each participant were presented in congruous, neutral, and incongruous sentence contexts. In agreement with previous studies, there was clear evidence of both general inhibitory and facilitatory effects. In contrast to previous findings, however, reading level did not have a major impact on the inhibition of word recognition in incongruous contexts compared with neutral contexts, although it may have led to greater facilitation in congruous contexts compared with neutral contexts. Although further research is required, these results suggest that if reading-age appropriate materials are selected, less skilled readers and those with a reading disability may not be as influenced by context as has been claimed previously.

Item Details

Item Type:Refereed Article
Research Division:Psychology
Research Group:Cognitive and computational psychology
Research Field:Sensory processes, perception and performance
Objective Division:Expanding Knowledge
Objective Group:Expanding knowledge
Objective Field:Expanding knowledge in human society
UTAS Author:Pratt, C (Professor Pratt)
UTAS Author:Kemp, NM (Associate Professor Nenagh Kemp)
UTAS Author:Martin, F (Associate Professor Frances Martin)
ID Code:11059
Year Published:1996
Web of Science® Times Cited:3
Deposited By:Psychology
Deposited On:1997-08-01
Last Modified:2011-08-22

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