Department
Psychology
Degree Name
Master of Science (MS)
Abstract
A reading level design was employed to assess differences between children with reading disabilities, their chronological-age matched, and reading-level matched peers. These differences were hypothesized to exist in the use of lower level and higher level processes recruited during word recognition and comprehension. A masked priming paradigm, coupled with a lexical decision task, was used to assess lower level form based lexical access. A second experiment in which strong and weak semantic associates were used, assessed differences in the use of higher level contextually based processes. The results failed to support the notion that disabled readers perform more like children of the same skill level. Moreover, differences between children with reading disabilities and their age-matched peers implicate the later post-access processes. In the present sample, the early encoding processes appear to be intact.
Advisor
Robert Markley
Date of Award
Summer 1994
Document Type
Thesis - campus only access
Recommended Citation
Galloway, Ann M., "Lexical and Semantic Access in Children with Reading Disabilities" (1994). Master's Theses. 2451.
DOI: 10.58809/EXTV2619
Available at:
https://scholars.fhsu.edu/theses/2451
Rights
© The Author(s)
Comments
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