Universität zu Köln

Pappert, Sandra and Bock, Bettina M. (2020). Easy-to-read German put to the test: Do adults with intellectual disability or functional illiteracy benefit from compound segmentation? Read. Writ., 33 (5). S. 1105 - 1132. DORDRECHT: SPRINGER. ISSN 1573-0905

Full text not available from this repository.

Abstract

Easy-to-read (ETR) German is the subject of public debate. Even though it is heavily promoted by officials, its status is controversial. Moreover, the comprehensibility of ETR German texts awaits systematic testing. The aim of the present study was to test a controversial rule concerning word segmentation. Hypotheses derived from psycholinguistic studies with skilled readers predict an interaction of segmentation and semantic transparency. A sample of individuals, some with intellectual disability and others functionally illiterate, performed a timed lexical decision task on unsegmented and segmented noun compounds that were either semantically transparent or semantically opaque. The results show an advantage of segmentation that was not modulated by semantic transparency. At the same time, a main effect of semantic transparency indicates that the meaning of the compounds was accessed. Two potential loci of the segmentation advantage are discussed: a prelexical one referring to phonological recoding and a lexical one related to access to phonological word forms. The outcome of the experiment approves the practice of segmenting noun compounds in ETR German. The study further attests the feasibility and potential fruitfulness of experimental research with target groups of ETR.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Pappert, Sandra UNSPECIFIED UNSPECIFIED UNSPECIFIED Bock, Bettina M. UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-335817
DOI:	10.1007/s11145-019-09995-y
Journal or Publication Title:	Read. Writ.
Volume:	33
Number:	5
Page Range:	S. 1105 - 1132
Date:	2020
Publisher:	SPRINGER
Place of Publication:	DORDRECHT
ISSN:	1573-0905
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language SEMANTIC TRANSPARENCY; STUDENTS; REPRESENTATION; PEOPLE; SKILLS; WORDS; MODEL; 1ST Multiple languages Education & Educational Research; Psychology, Educational Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/33581