Lexical Inferencing: A Bibliography

Jill Kerper Mora, Ed.D.
San Diego State University

Buikema, J. L., & Graves, M. F. (1993). Teaching students to use context cues to infer word meaning. Journal of Reading, 36(6), 450-457.

Cain, K., Oakhill, J., & Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96(4), 671-681.

Cain, K., Oakhill, J. V., Barnes, M. A., & Bryant, P. E. (2001). Comprehension skill, inference-making ability and their relation to knowledge. Memory & Cognition, 29(6), 850-859.

Cain, K., & Oakhill, J. V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing: An Interdisciplinary Journal, 11, 489-503.

Carton, A. S. (1971). Inferencing: A process in using and learning language. In P. Pimsleur & T. Quinn (Eds.), The psychology of second language learning (pp. 45-58). Cambridge University Press.

Dean, S. C., Wei, W., Cook, A. E., & O’Brien, E. J. (2017). Teaching and learning guide for fundamentals of inferencing during reading. Language Linguist Compass, 11(e2251), 1-8.

Ercetin, G., & Alptekin, C. (2013). The explicit/implicit knowledge distinction and working memory: Implications for second-language reading comprehension. Applied Pscyholinguistics, 34, 727-753.

Geva, E., Galili, K., Katzir, T., & Shany, M. (2017). Learning novel words by ear or by eye? An advantage for lexical inferencing in listening versus reading narratives in fourth grade. Reading and Writing, 30, 1917-1944.

Haastrup, K. (2009). Research on the lexical inferencing process and its outcomes. In M. B. Wesche & T. S. Paribakht (Eds.), Lexical inferencing in a first and second language: Cross-linguistic dimensions (pp. 3-30). Multilingual Matters.

Hsueh-chao, M. H., & Nassaji, H. (2014). Lexical inferencing strategies: The case of successful versus less successful inferencers. System, 2014, 27-38. https://doi.org/10.1016/j.system.2014.04.004

Kaivanpanah, S., & Moghaddam, M. S. (2012). Knowledge sources in EFL learner’s lexical inferencing across reading proficiency levels. RELC Journal, 43(3), 373-391.

Laufer, B. (2020). Lexical coverages, inferencing unknown words and reading comprehension. TESOL Quarterly, 54(4), 1076-1085.

Levesque, K. C., Kieffer, M. J., & Deacon, S. H. (2018). Inferring meaning from meaningful parts: The contributions of morphological skills to the development of children’s reading comprehension. Reading Research Quarterly, 54(1), 63-80.

McCutchen, D. L., Becky. (2011). Inside incidental word learning: Children’s strategic use of morphological information to infer word meanings. Reading Research Quarterly, 46(4), 334-349.

Nagy, W. E., Carlisle, J. F., & Goodwin, A. P. (2014). Morphological knowledge and literacy acquisition. Journal of Learning Disabilities, 47(1), 3-12.

Nassaji, H. (2003). L2 vocabulary learning from context: Strategies, knowledge sources, and their relationship with success in L2 lexical inferencing. TESOL Quarterly, 37(4), 645-670.

Nassaji, H. (2006). The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success. The Modern Language Journal, 90(3), 387-401.

Nausica Marcos, M. (2020). Analyzing morphology-related strategies in Spanish L2 lexical inferencing: How do suffixes matter? International Review of Applied Linguistics in Language Teaching IRAL, 58(3), 351-377.

Oakhill, J. V., Cain, K., & McCarthy, D. (2015). Inference processing in children: The contributions of depth and breadth of vocabulary knowledge. In E. O’Brien, A. Cook, & R. Lorch (Eds.), Inferences during reading (pp. 140-159). Cambridge: Cambridge University Press.

Pulido, D. (2007). The effects of topic familiarity and passage sight vocabulary on L2 lexical inferencing and retention through reading. Applied Linguistics, 28(1), 66-86.

Raudszus, H., & Segers, E. V., Ludo. (2021). Use of morphological and contextual cues in children’s lexical inferencing in L1 and L2. Reading & Writing, 34, 1513-1538.

Scanlon, D. M., & Anderson, K. L. (2020). Using context as an assist in word solving: The contributions of 25 years of research on the Interactive Strategies Approach. Reading Research Quarterly, 55(S1), S19-S34.

Shahar-Yames, D., & Prior, A. (2018). The challenge and the opportunity of lexical inferencing in language minority students. Reading & Writing, 31, 1109-1132.

Traxler, M. J. (2023). Introduction to psycholinguistics (Second ed.). Wiley Blackwell.

Van Zeeland, H. (2014). Lexical inferencing in first and second language listening. The Modern Language Journal, 98(4), 1006-1021.

Verhoeven, L., Perfetti, C., & Pugh, K. (2019). Cross-linguistic perspectives on second language reading. Journal of Neurolinguistics, 50, 1-6.

Wesche, M. B., & Paribakht, T. S. (Eds.). (2009). Lexical inferencing in a first and second language: Cross-linguistic dimensions. Multilingual Matters.

Zhong, Z. (2023). Mapping the knowledge domain of text inferencing: A bibliometic analysis. International Journal of Translation, Interpretation, and Applied Linguistics, 5(1), 1-18.

Yang, H., Fan, L., & Yin, H. (2023). Knowledge mapping of the research on lexical inferencing: A bibliometic analysis. Frontiers in Psychology, 14(January), 1101241.