Relationship between lexical access and reading comprehension in young university students

Poor automation of lexical access leads to poor reading comprehension performance (Perfetti, 1985 and 1991). This study relates performance in lexical access and reading comprehension skills in 84 university students. Three items of a standardized test, word reading and pseudo-words were applied to identify the percentage of error; and a reading comprehension item. 36% had high error rates in both lexical and semantic processes; 19% had high error rates in both lexical and semantic processes; 19% had high error rates in both lexical and semantic processes; 19% had high error rates in both lexical and semantic processes; 19% had high error rates in both lexical and semantic processes; 19% had high error rates in both lexical and semantic processes; 19% had high error rates in both lexical and semantic processes; 19% had high error rates in both lexical and semantic processes; 19% had high error rates in both lexical and semantic processes; 19% had high error rates in both lexical and semantic processes; 19% had high error rates in both lexical and semantic processes; 19% had high error rates in both lexical and semantic processes; 19% had high error rates in both lexical and semantic processes; 19% had high error rates in lexical processes.