{
  "id": 8058,
  "url": "https://doi.org/10.1016/j.jecp.2016.05.013",
  "title": "Evidence for semantic involvement in regular and exception word reading in emergent readers of English",
  "summary": "We investigated the relationship between semantic knowledge and word reading. A sample of 27 6-year-old children read words both in isolation and in context. Lexical knowledge was assessed using general and item-specific tasks. General semantic knowledge was measured using standardized tasks in which children defined words and made judgments about the relationships between words. Item-specific knowledge of to-be-read words was assessed using auditory lexical decision (lexical phonology) and defi",
  "authors": "Jessie Ricketts, Robert Davies, Jackie Masterson, Morag Stuart, Fiona J. Duff",
  "category": "research",
  "topics": "children-education,transparency,finance-investment",
  "orgs": null,
  "regions": null,
  "published_at": "2016-07-13T00:00:00.000Z",
  "fetched_at": "2026-07-14T16:33:30.805Z",
  "source_slug": "openalex",
  "source_name": "OpenAlex",
  "source_homepage": "https://openalex.org",
  "ethics_ai_record_url": "https://ethics.ai/record/8058",
  "original_url": "https://doi.org/10.1016/j.jecp.2016.05.013",
  "evidence_status": "source-only",
  "attribution": "via ethics.ai"
}