Effects of word and morpheme familiarity on reading of derived words
Effects of word and morpheme familiarity on reading of derived words
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DOI：
10.1007/s11145-005-5766-2
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发表时间：
2006-10-01
影响因子：
2.5
通讯作者：
Katz, Lauren A.
中科院分区：
文献类型：
--
作者：
Carlisle, Joanne F.;Katz, Lauren A.
本研究的目的是考察影响学生阅读派生词的因素。最近的研究表明，派生词的词汇质量取决于该词的熟悉度，它的语素成分(即词根和词缀)，以及该词根在其他词中出现的频率(即，同一词族的成员或频率)。在更好、更有经验的读者拥有更高质量词汇表征的前提下，我们探索了四年级和六年级学生阅读派生词的准确性与熟悉度的关系，包括派生词和基本词频、家庭规模、平均家庭频率和词长。探索性因素分析的结果表明，这些因素形成了两个因素，一个代表语素构成，另一个代表接触词族，这两个因素都可以解释学生派生单词阅读的显著差异。对比在熟悉程度上对比的派生词集合，结果表明，总的来说，六年级学生在派生词上的表现好于四年级学生，也好于阅读能力差的学生。在家庭频率和家庭规模的测量上，年级水平与阅读能力和频率特征存在显著差异。这些都支持了语素分析和广泛的阅读经验有助于派生单词阅读的观点。
The purpose of this study is to examine factors that influence students' reading of derived words. Recent research suggests that the lexical quality of a derived word depends on the familiarity of the word, its morphemic constituents (i.e., base word and affixes), and the frequency with which the base word appears in other words (i.e., members of the same word family or family frequency). On the premise that better and more experienced readers have higher quality lexical representations, we explore the extent to which accuracy of reading derived words by 4th and 6th graders is related to measures of familiarity, including derived and base word frequencies, family size, average family frequency, and word length. The results of an exploratory factor analysis indicated that these measures formed two factors, one representing morphemic constitution and the second representing exposure to the word family; both factors accounted for significant variance in the students' derived word reading. Comparisons of sets of derived words contrasted on familiarity properties showed that performance on derived words, overall, is better for 6th than 4th graders and for good than poor readers. On the measures of family frequency and family size, there were significant discrepancies between grade level and reading ability and frequency characteristics. These add support to the view that morphemic analysis and wide reading experience contribute to derived word reading.