Amal I Linjawi, Shoroog Agou
E-learning Readiness among Dental Students and Faculty Members Pre-COVID-19 Pandemic
Journal of microscopy and ultrastructure
abstract lexical quality hypothesis lqh claims variation quality word representations consequences reading skill including comprehension high lexical quality includes wellspecified partly redundant representations form orthography phonology flexible representations meaning allowing rapid reliable meaning retrieval lowquality representations lead specific wordrelated problems comprehension six lines research adult readers demonstrate implications lqh first largescale correlational results show general interdependence comprehension lexical skill identifying disassociations allow focus comprehensionspecific skill second wordlevel semantic processing studies show comprehension skill differences time course formmeaning confusions studies rare vocabulary learning using eventrelated potentials erps show third skilled comprehenders learn new words effectively show stronger erp indicators memory word learning event fourth suggest skill differences stability orthographic representations fifth erp markers show comprehension skill differences meaning processing ordinary words finally text reading erp results demonstrate momentary difficulties lowskill comprehenders integrating word prior text studies provide evidence wordlevel knowledge consequences word meaning processes comprehension notes 1 citationgernsbacher faust 1991 also citationgernsbacher 1990 explained less skilled readers problems meaning processing due problems suppressing irrelevant meanings activated word differences mechanismbased account knowledgebased account lqh discussed citationperfetti hart 2001 2according world wide words citationquinion july 2007 august 2001 column washington post observed many americans slouch toward terminal funk hebetude sloth also word day dictionarycom january 24 2004 3the erp results also produced evidence early semantic effects 200 msec consistent across electrode sites trial conditions skilled comprehenders also showed 200msec effects phonological task comparing homophones versus nonhomophones comparable across two groups