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The Individual Lexicon in Reading Acquisition (InLex)

InLex – The Individual Lexicon in Reading Acquisition

How does vocabulary develop during primary school? How many words do children know in different grades? How does individual lexicon size affect visual word recognition in children? The InLex-Project tries to answer these questions by establishing new methods to measure children's vocabulary.

While it is relatively easy to determine very young children’s lexicon size, it becomes more and more difficult with growing age and increasing vocabulary. One goal of the InLex-Project is it therefore to estimate the vocabulary size of primary school children by using the childLex corpus.

Another aim of the project is to determine individual lexical characteristics on the basis of estimated vocabulary size and to analyze their effect on visual word recognition. Word Frequency (= Frequency of occurrence in a language) and neighborhood (= number of similar words in a language) are usually determined via corpora. Both measures are known to affect visual word recognition. In the InLex-Project, individual frequency (= individual exposures to a word) and individual neighborhood (= individual number of known neighbors) and their effect on visual word recognition will be identified. They are assumed to be a better predictor.

One focus of the Project is to develop methods to determine individual lexical characteristics. Findings will inform theories of reading acquisition by shedding light on the relationship between reading and the mental lexicon and thus help to explain interindividual differences in reading and to establish intervention programs. The project was launched in September 2013.

Wie hängen Lesen und das individuelle mentale Lexikon zusammen?
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