Hamilton, S. T., Freed, E. M., & Long, D. L. (2013). Modeling reader and text interactions during narrative comprehension: A test of the lexical quality hypothesis. Discourse Processes, 50(2), 139-163.

Hamilton, S.; Freed, E.; Long, D.

2013

Hamilton, S. T., Freed, E. M., & Long, D. L. (2013). Modeling reader and text interactions during narrative comprehension: A test of the lexical quality hypothesis. Discourse Processes, 50(2), 139-163.

The goal of this study was to examine predictions derived from the Lexical Quality Hypothesis (Perfetti & Hart, 2002; Perfetti, 2007) regarding relations among word-decoding, working-memory capacity, and the ability to integrate new concepts into a developing discourse representation. Hierarchical Linear Modeling was used to quantify the effects of two text properties (length and number of new concepts) on reading times of focal and spillover sentences, with variance in those effects estimated as a function of individual difference factors (decoding, vocabulary, print exposure, and working-memory capacity). The analysis revealed complex, cross-level interactions that complement the Lexical Quality Hypothesis.

> Abstract

101

5