Noun and verb reading and retrieval in normal and impaired readers.
Item
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Title
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Noun and verb reading and retrieval in normal and impaired readers.
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Identifier
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AAI9304661
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identifier
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9304661
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Creator
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Ferrara, Karen E.
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Contributor
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Adviser: Wilma G. Rosen
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Date
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1992
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental | Psychology, General
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Abstract
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Impetus for this study of the influence of lexical class on word retrieval, receptive vocabulary, and reading proficiency was provided by convergent findings from developmental psychology, psycholinguistics, and neuropsychology. Specifically, nouns and verbs: (a) are acquired at different points in language development, (b) are organized differently in semantic memory, (c) contribute differently to comprehension of and memory for language, and (d) are differentially impaired in some acquired language deficits. Given the absence of comparable noun and verb retrieval measures for children, the first goal was to devise sets of suitable stimuli. This entailed individual administration of published and original language measures to 23 normal 8- to 12-year-olds. Comparable noun and verb stimuli were selected on the basis of item discrimination index (Flanagan's r) and correlation with other language measures. The second experiment entailed using those stimuli and published vocabulary and reading tests to assess reading, word knowledge, and retrieval in 20 normal and 20 impaired readers, aged 9 to 11 years. Performance of the two groups on noun and verb measures were compared via split-plot design with repeated measurements ANOVA. Predictive relationships among retrieval, vocabulary and reading measures were determined by multiple regression analysis.;No significant noun-verb differences were found for either group on any expressive or receptive language measure. However, between-group and noun-verb differences were evident in the interrelationships among the variables. For normal readers, word retrieval was better predicted by receptive noun than verb knowledge. For impaired readers, in contrast, verb knowledge was the more significant predictor of retrieval. Moreover, reading proficiency was predicted by different sets of variables for the two groups. For normal readers, reading comprehension and accuracy were best predicted by object and action naming performances in combination. For impaired readers, reading proficiency was best predicted by single-variable models in which verb knowledge was as significant a predictor as object naming. Two important points were suggested: (a) noun and verb knowledge and retrieval are non-redundant measures, and (b) impaired readers are not simply less proficient normal readers, but differ from normals in qualitative ways.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
