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Semantic categorization and reading skill across Dutch primary grades: development yes, relationship no*

Published online by Cambridge University Press:  28 May 2010

MARTINE A. R. GIJSEL ,
ELLEN A. ORMEL ,
DAAN HERMANS ,
L. VERHOEVEN  and
ANNA M. T. BOSMAN
MARTINE A. R. GIJSEL*
Affiliation:
Radboud University Nijmegen, Behavioral Science Institute
ELLEN A. ORMEL
Affiliation:
Radboud University Nijmegen, Behavioral Science Institute and Pontem, St. Michielsgestel
DAAN HERMANS
Affiliation:
Pontem, St. Michielsgestel
L. VERHOEVEN
Affiliation:
Radboud University Nijmegen, Behavioral Science Institute
ANNA M. T. BOSMAN
Affiliation:
Radboud University Nijmegen, Behavioral Science Institute
*
Address for correspondence: Martine A. R. Gijsel, Expertisecentrum Nederlands, Postbus 6610, 6503 GC Nijmegen, The Netherlands. tel: +31-24-36 15624; fax +31-24-36 15644; e-mail: [email protected]
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Abstract

In the present study, the development of semantic categorization and its relationship with reading was investigated across Dutch primary grade students. Three Exemplar-level tasks (Experiment 1) and two Superordinate-level tasks (Experiment 2) with different types of distracters (phonological, semantic and perceptual) were administered to assess semantic categorization skills. Reading was measured with a standardized word-reading test. Results of both experiments demonstrated that children in the higher grades had shorter reaction times and fewer errors than children in the lower grades. Reading skill, however, was not related to semantic categorization performance. Moreover, neither grade level nor reading skill was related to the effect of distracter type on error percentages. Based on the results of this study, we suggest a substantial development of semantic categorization skills over time, and reject the notion that Dutch poor readers have less advanced semantic categorization skills than typical readers.

Type
Articles
Information
Journal of Child Language , Volume 38 , Issue 2 , March 2011 , pp. 356 - 379
Copyright
Copyright © Cambridge University Press 2010

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Footnotes

[*]

We thank Corina Michielsen, Annelies Leechburch-Auwers and Jikke Planting who collected most of the data and assisted in creating all test materials. We are also grateful to all the children who participated in the study and to the teachers who gave their permission to run the experiment.

References

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