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The role of accessibility of semantic word knowledge in monolingual and bilingual fifth-grade reading

Published online by Cambridge University Press:  10 August 2012

M. CREMER  and
R. SCHOONEN
M. CREMER*
Affiliation:
University of Amsterdam
R. SCHOONEN
Affiliation:
University of Amsterdam
*
ADDRESS FOR CORRESPONDENCE Marjolein Cremer, University of Amsterdam, Spuistraat 210, 1012 VT, Amsterdam, The Netherlands. E-mail: [email protected]
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Abstract

The influences of word decoding, availability, and accessibility of semantic word knowledge on reading comprehension were investigated for monolingual (n = 65) and bilingual children (n = 70). Despite equal decoding abilities, monolingual children outperformed bilingual children with regard to reading comprehension and availability of semantic word knowledge. Individual differences in reading comprehension were accounted for by differences in availability of semantic word knowledge and to a lesser extent by speed of access to this semantic knowledge. Speed of access accounted for variance in reading comprehension beyond the variance accounted for by decoding and availability of semantic knowledge. A path model suggests that reading comprehension differences between monolinguals and bilinguals are mediated by availability of semantic knowledge. Analyses showed no significant interaction between predictor variables and language background. A multigroup analysis distinguishing proficient and less proficient comprehenders showed a small difference between the two proficiency groups, suggesting that the lexical–semantic variables are more predictive of reading proficiency in the proficient group than in the less proficient group.

Type
Articles
Information
Applied Psycholinguistics , Volume 34 , Issue 6 , November 2013 , pp. 1195 - 1217
Copyright
Copyright © Cambridge University Press 2012 

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