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Nathaniel U, Weiss Y, Barouch B, Katzir T, Bitan T. Start shallow and grow deep: The development of a Hebrew reading brain. Neuropsychologia 2022; 176:108376. [PMID: 36181772 DOI: 10.1016/j.neuropsychologia.2022.108376] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2022] [Revised: 08/06/2022] [Accepted: 09/25/2022] [Indexed: 11/27/2022]
Abstract
Brain plasticity implies that readers of different orthographies can have different reading networks. Theoretical models suggest that reading acquisition in transparent orthographies relies on mapping smaller orthographic units to phonology, than reading opaque orthographies; but what are the neural mechanisms underlying this difference? Hebrew has a transparent (pointed) script used for beginners, and a non-transparent script used for skilled readers. The current study examined the developmental changes in brain regions associated with phonological and orthographic processes during reading pointed and un-pointed words. Our results highlight some changes that are universal in reading development, such as a developmental increase in frontal involvement (in bilateral inferior frontal gyrus (IFG) pars opercularis), and increase in left asymmetry (in IFG pars opercularis and superior temporal gyrus, STG) of the reading network. Our results also showed a developmental increase in activation in STG, which stands in contrast to previous studies in other orthographies. We further found an interaction of word length and diacritics in bilateral STG and VWFA across both groups. These findings suggest that children slightly adjust their reading depending on orthographic transparency, relying on smaller units when reading a transparent script and on larger units when reading an opaque script. Our results also showed that phonological abilities across groups correlated with activation in the VWFA, regardless of transparency, supporting the continued role of phonology at all levels of orthographic transparency. Our findings are consistent with multiple route reading models, in which both phonological and orthographic processing of multiple size units continue to play a role in children's reading of transparent and opaque scripts during reading development. The results further demonstrate the importance of taking into account differences between orthographies when constructing neural models of reading acquisition.
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Affiliation(s)
- Upasana Nathaniel
- Psychology Department and Institute for Information Processing and Decision Making, University of Haifa, Israel; Integrated Brain and Behavior Center (IBBRC), University of Haifa, Israel.
| | - Yael Weiss
- Institute for Learning and Brain Sciences, University of Washington, Seattle, WA, USA
| | - Bechor Barouch
- Psychology Department and Institute for Information Processing and Decision Making, University of Haifa, Israel
| | - Tami Katzir
- Department of Learning Disabilities, The E.J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Israel
| | - Tali Bitan
- Psychology Department and Institute for Information Processing and Decision Making, University of Haifa, Israel; Integrated Brain and Behavior Center (IBBRC), University of Haifa, Israel; Department of Speech Language Pathology, University of Toronto, Toronto, Canada
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Tibi S, Edwards AA, Schatschneider C, Kirby JR. Predicting Arabic word reading: A cross-classified generalized random-effects analysis showing the critical role of morphology. ANNALS OF DYSLEXIA 2020; 70:200-219. [PMID: 32358771 DOI: 10.1007/s11881-020-00193-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2019] [Accepted: 02/21/2020] [Indexed: 06/11/2023]
Abstract
The distinctive features of the Arabic language and orthography offer opportunities to investigate multiple word characteristics at the item level. The aim of this paper was to model differences in word reading at the item level among 3rd grade native Arabic-speaking children (n = 303) using cross-classified generalized random-effects (CCGRE) analysis. The participants read 80 vowelized words that varied in multiple elements that may contribute to their decodability: number of letters, number of syllables, number of morphemes, ligaturing (connectivity), semantics (concrete vs. abstract), orthographic frequency, root type frequency, and part of speech. Morphological awareness (MA) was included as a person-level predictor. Results of individual models showed that MA, number of letters, number of syllables, number of morphemes, number of ligatures, orthographic frequency, and part of speech were significantly related to the probability of a correct response. However, when all predictors were entered simultaneously, only MA and number of morphemes remained significant. These results underscore the important role of morphology in the lexical structure of Arabic words and in Arabic word reading. Discussion focuses on the role of morphology in Arabic reading and the implications for intervention to improve word recognition in children learning to read Arabic.
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Affiliation(s)
- Sana Tibi
- School of Communication Science and Disorders, Florida State University, Tallahassee, FL, USA.
| | - Ashley A Edwards
- Department of Psychology, Florida State University, Tallahassee, FL, USA
| | | | - John R Kirby
- Faculty of Education, Queen's University, Ontario, Canada
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Kouri TA. Phonogram and word decoding patterns in children with developmental language disorders: Evidence for protracted periods of graphophonemic decoding. JOURNAL OF COMMUNICATION DISORDERS 2020; 84:105974. [PMID: 32028205 DOI: 10.1016/j.jcomdis.2020.105974] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2019] [Revised: 12/22/2019] [Accepted: 01/03/2020] [Indexed: 06/10/2023]
Abstract
PURPOSE Children with developmental language disorder (DLD) appear to be challenged with word reading problems in a number of ways, yet few investigations in this area are known. Of interest in this exploratory study was how children with DLD decode and recognize words and word parts (phonograms) with irregular (opaque) graphemic properties. METHOD Sixty children with DLD and typical language (TLD) in 2nd-5th grade, and 19 college-aged adults, were asked to decode individual phonograms, words and pseudowords, and to identify phonogram forms in a recognition task. Responses were categorized as either reflecting graphophonemic (i.e., a letter-to-sound serial decoding pattern), or target (i.e., irregular graphemic spellings typical of English), or unrelated or incorrect responses (i.e., no apparent adherence to grapheme-phoneme correspondences, or conventional English orthography). RESULTS According to logistic regression analyses, children with DLD at each grade level used higher levels of serial, letter-sound correspondences in their decoded productions of isolated phonograms, real and pseudowords relative to their grade-matched peers with TLD and to adults. DLD2 and TLD1 groups performed similarly across the three production tasks. Results on the phonogram recognition task reflected mixed patterns of responding across child and adult groups. Overall DLD participants made more LS only selections than did TLD participants, although DLD and TLD 4th-5th graders performed similarly to each other in their relative selections of target versus target + LS phonogram forms. CONCLUSIONS Children with DLD appear to demonstrate protracted stages of graphophonemic serial decoding. A gradual catching-up trend seems to occur over 2nd-5th grades on certain aspects of decoding. A number of developmental considerations and clinical implications for children with DLD are drawn from this study.
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Carretti B, Toffalini E, Saponaro C, Viola F, Cornoldi C. Text reading speed in a language with a shallow orthography benefits less from comprehension as reading ability matures. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 90 Suppl 1:91-104. [PMID: 31369147 DOI: 10.1111/bjep.12307] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2018] [Revised: 06/27/2019] [Indexed: 11/27/2022]
Abstract
BACKGROUND Reading can be assessed using different materials, including non-words and texts. Unlike reading words or non-words, reading a text may be supported by reading comprehension, and the extent of this support could change with the amount of schooling. AIM The present study aimed to examine how reading decoding in a shallow orthography like Italian changed with years of schooling, depending on the type of material and the contribution of non-word reading and reading comprehension to text reading speed. METHODS Six hundred and forty two typically developing Italian students from 8 to 16 years old were involved. They were administered grade-appropriate tasks assessing text reading speed, non-word reading speed, and reading comprehension. RESULTS The results showed that, although the two reading speed measures correlated closely, non-word reading speed improved only slightly with age, while the increase in text reading speed was steeper. Reading comprehension was a significant direct predictor of text reading speed after controlling for non-word reading speed. Importantly, however, while the difference in reading speed between non-words and text widened with schooling, the role of reading comprehension declined significantly, the ΔR2 dropping from .10 in primary school to just .01 in high school. CONCLUSIONS These findings and their implications are discussed in the light of the relationship between reading comprehension and reading speed in a language with a shallow orthography across school grades.
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Affiliation(s)
| | | | | | - Francesco Viola
- Department of General Psychology, University of Padova, Italy
| | - Cesare Cornoldi
- Department of General Psychology, University of Padova, Italy
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Onochie-Quintanilla E, Defior SA, Simpson IC. RAN and orthographic processing: What can syllable frequency tell us about this relationship? J Exp Child Psychol 2019; 182:1-17. [DOI: 10.1016/j.jecp.2019.01.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2018] [Revised: 12/29/2018] [Accepted: 01/04/2019] [Indexed: 11/27/2022]
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Abstract
Three experiments are described, each using a partial priming technique in which a target word was briefly preceded by a masked trigram. The relative strength of priming effects was assessed by comparing the difference in target word naming times between unprimed and primed trials in different priming conditions. Experiment 1 replicated previous work in demonstrating stronger priming when the target word was primed by the orthographic rime than when the prime constituted otherwise comparable word-final trigrams that do not constitute orthographic rimes. Experiment 2 compared orthographic, phonological rime, and control primes. Only orthographic rime primes reliably increased target word naming speed, although the priming effect was less selective with longer prime durations. In Experiment 3 priming was observed for both orthographic rime and phonological rime primes shown for 150 msec. However, stronger priming was observed with orthographic rime primes. These experiments demonstrate that orthographic rime priming effects do not simply reflect the activation of an intact subunit of the target word articulation program.
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Moore MW, Fiez JA, Tompkins CA. Consonant Age-of-Acquisition Effects in Nonword Repetition Are Not Articulatory in Nature. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2017; 60:3198-3212. [PMID: 29052729 PMCID: PMC5945079 DOI: 10.1044/2017_jslhr-l-16-0359] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/09/2016] [Accepted: 05/08/2017] [Indexed: 05/12/2023]
Abstract
PURPOSE Most research examining long-term-memory effects on nonword repetition (NWR) has focused on lexical-level variables. Phoneme-level variables have received little attention, although there are reasons to expect significant sublexical effects in NWR. To further understand the underlying processes of NWR, this study examined effects of sublexical long-term phonological knowledge by testing whether performance differs when the stimuli comprise consonants acquired later versus earlier in speech development. METHOD Thirty (Experiment 1) and 20 (Experiment 2) college students completed tasks that investigated whether an experimental phoneme-level variable (consonant age of acquisition) similarly affects NWR and lexical-access tasks designed to vary in articulatory, auditory-perceptual, and phonological short-term-memory demands. The lexical-access tasks were performed in silence or with concurrent articulation to explore whether consonant age-of-acquisition effects arise before or after articulatory planning. RESULTS NWR accuracy decreased on items comprising later- versus earlier-acquired phonemes. Similar consonant age-of-acquisition effects were observed in accuracy measures of nonword reading and lexical decision performed in silence or with concurrent articulation. CONCLUSION Results indicate that NWR performance is sensitive to phoneme-level phonological knowledge in long-term memory. NWR, accordingly, should not be regarded as a diagnostic tool for pure impairment of phonological short-term memory. SUPPLEMENTAL MATERIALS https://doi.org/10.23641/asha.5435137.
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Affiliation(s)
- Michelle W. Moore
- West Virginia University, Morgantown
- University of Pittsburgh, Pennsylvania
| | - Julie A. Fiez
- University of Pittsburgh, Pennsylvania
- Learning Research and Development Center, Pittsburgh, PA
- Center for the Neural Basis of Cognition, Pittsburgh, PA
| | - Connie A. Tompkins
- University of Pittsburgh, Pennsylvania
- Center for the Neural Basis of Cognition, Pittsburgh, PA
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Ehri LC. Orthographic mapping and literacy development revisited. STUDIES IN WRITTEN LANGUAGE AND LITERACY 2017. [DOI: 10.1075/swll.15.08ehr] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
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Schmalz X, Robidoux S, Castles A, Coltheart M, Marinus E. German and English Bodies: No Evidence for Cross-Linguistic Differences in Preferred Orthographic Grain Size. COLLABRA-PSYCHOLOGY 2017. [DOI: 10.1525/collabra.72] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Previous studies have found that words and nonwords with many body neighbours (i.e., words with the same orthographic body, e.g., cat, brat, at) are read faster than items with fewer body neighbours. This body-N effect has been explored in the context of cross-linguistic differences in reading where it has been reported that the size of the effect differs as a function of orthographic depth: readers of English, a deep orthography, show stronger facilitation than readers of German, a shallow orthography. Such findings support the psycholinguistic grain size theory, which proposes that readers of English rely on large orthographic units to reduce ambiguity of print-to-speech correspondences in their orthography. Here we re-examine the evidence for this pattern and find that there is no reliable evidence for such a cross-linguistic difference. Re-analysis of a key study (Ziegler et al., 2001), analysis of data from the English Lexicon Project (Balota et al., 2007), and a large-scale analysis of nine new experiments all support this conclusion. Using Bayesian analysis techniques, we find little evidence of the body-N effect in most tasks and conditions. Where we do find evidence for a body-N effect (lexical decision for nonwords), we find evidence against an interaction with language.
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Affiliation(s)
- Xenia Schmalz
- Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders, Macquarie University, AU
- Dipartimento di Psicologia dello Sviluppo e della Socializzazione, Università degli Studi di Padova, IT
| | - Serje Robidoux
- Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders, Macquarie University, AU
| | - Anne Castles
- Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders, Macquarie University, AU
| | - Max Coltheart
- Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders, Macquarie University, AU
| | - Eva Marinus
- Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders, Macquarie University, AU
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Jackson NE, Donaldson GW, Mills JR. Components of Reading Skill in Postkindergarten Precocious Readers and Level-Matched Second Graders. ACTA ACUST UNITED AC 2016. [DOI: 10.1080/10862969309547810] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Precocious readers are children who have made exceptionally rapid progress in beginning literacy. This study of precocious readers was designed to describe their skills in two ways: (a) by identifying any special strengths or weaknesses in precocious readers' component skills, relative to the skills of older but less rapidly developing readers, and (b) by identifying the extent to which individual differences in the skill patterns of precocious readers are multidimensional. The cognitive, word-reading, and text-reading skills of 116 postkindergarten precocious readers were compared with those of 123 second graders, mostly above-average readers, who were matched with the precocious readers on reading comprehension level. The two groups were compared using multiple-indicator modeling techniques. The same factor pattern accounted for the performance of both groups on a set of 29 measures. Therefore, comparisons of factor mean levels and factor covariances were interpretable. No meaningful weaknesses were identified in the average skill pattern of postkindergarten precocious readers. Their strengths tended to mirror weaknesses often identified among disabled readers. Precocious readers are especially rapid text readers, and they also are accurate identifiers of individual words, able to draw on strong phonological analysis skills as well as orthographic processes. However, covariances between orthographic and phonological word identification and between oral text-reading accuracy and effectiveness were lower for precocious than for second-grade readers, suggesting a diversity of skill patterns among highly able beginning readers.
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Tucker R, Castles A, Laroche A, Deacon SH. The nature of orthographic learning in self-teaching: Testing the extent of transfer. J Exp Child Psychol 2016; 145:79-94. [DOI: 10.1016/j.jecp.2015.12.007] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2014] [Revised: 12/14/2015] [Accepted: 12/17/2015] [Indexed: 11/25/2022]
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Groen MA, Laws G, Nation K, Bishop DVM. A case of exceptional reading accuracy in a child with Down syndrome: Underlying skills and the relation to reading comprehension. Cogn Neuropsychol 2012; 23:1190-214. [PMID: 21049374 PMCID: PMC2817561 DOI: 10.1080/02643290600787721] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
We report on a case of a girl with Down syndrome (DS), K.S., whose reading accuracy is exceptional. This ability is associated with robust phonological skills and relative strengths in visual and verbal short-term memory, articulation, and speech fluency. Although her reading comprehension is age appropriate when it comes to the retention of literal information, K.S. has some difficulties in using knowledge-based inferences in reading comprehension. Reading comprehension in that sense is at a level commensurate with her oral language skills. Her reading performance parallels that of children with reading comprehension difficulties who do not have DS. This reading profile is in contrast with claims that individuals with DS mainly use sight-word strategies in reading and shows that the phonological pathway can be highly proficient in a child with DS. However, even in a case such as K.S. where reading accuracy is good, functional literacy is constrained by limited comprehension skills.
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Clark NB, McRoberts GW, Van Dyke JA, Shankweiler DP, Braze D. Immediate memory for pseudowords and phonological awareness are associated in adults and pre-reading children. CLINICAL LINGUISTICS & PHONETICS 2012; 26:577-96. [PMID: 22690715 PMCID: PMC4766584 DOI: 10.3109/02699206.2012.673045] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
This study investigated phonological components of reading skill at two ages, using a novel pseudoword repetition task for assessing phonological memory (PM). Pseudowords were designed to incorporate control over segmental, prosodic and lexical features. In Experiment 1, the materials were administered to 3- and 4-year-old children together with a standardized test of phonological awareness (PA). PA and pseudoword repetition showed a moderate positive correlation, independent of age. Experiment 2, which targeted young adults, employed the same pseudoword materials, with a different administration protocol, together with standardized indices of PA, other memory measures and decoding skill. The results showed moderate to strong positive correlations among our novel pseudoword repetition task, measures of PM and PA and decoding. Together, the findings demonstrate the feasibility of assessing PM with the same carefully controlled materials at widely spaced points in age, adding to present resources for assessing PM and better enabling future studies to map the development of relationships among phonological capabilities in both typically developing children and those with language-related impairments.
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Gilbert JK, Compton DL, Kearns DM. Word and Person Effects on Decoding Accuracy: A New Look at an Old Question. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2011; 103:489-507. [PMID: 21743750 PMCID: PMC3129854 DOI: 10.1037/a0023001] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The purpose of this study was to extend the literature on decoding by bringing together two lines of research, namely person and word factors that affect decoding, using a crossed random-effects model. The sample was comprised of 196 English-speaking grade 1 students. A researcher-developed pseudoword list was used as the primary outcome measure. Because grapheme-phoneme correspondence (GPC) knowledge was treated as person and word specific, we are able to conclude that it is neither necessary nor sufficient for a student to know all GPCs in a word before accurately decoding the word. And controlling for word-specific GPC knowledge, students with lower phonemic awareness and slower rapid naming skill have lower predicted probabilities of correct decoding than counterparts with superior skills. By assessing a person-by-word interaction, we found that students with lower phonemic awareness have more difficulty applying knowledge of complex vowel graphemes compared to complex consonant graphemes when decoding unfamiliar words. Implications of the methodology and results are discussed in light of future research.
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Duncan LG, Seymour PHK, Bolik F. Rimes and superrimes: An exploration of children's disyllabic rhyming skills. Br J Psychol 2010; 98:199-221. [PMID: 17456269 DOI: 10.1348/000712606x114598] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
The study investigated the extension of rhyme awareness to disyllabic stimuli. Three experiments are reported which examine the disyllabic rhyme production skills of adults and of children in their first, second or third year of schooling. Stress pattern and phonological rime and superrime neighbourhood density were manipulated. Rhyming skills were influenced by stress pattern. With initial stress, rhyming responses were based predominantly on the superrime but with final stress, rhyming responses variously shared the superrime, the final syllable and the final rime unit with the target. Neighbourhood density affected the likelihood of production of a real word rhyming response. Some implications for the organization of an orthographic lexicon of multisyllables are discussed.
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Nation K, Hulme C. Learning to read changes children’s phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition. Dev Sci 2010; 14:649-59. [PMID: 21676086 DOI: 10.1111/j.1467-7687.2010.01008.x] [Citation(s) in RCA: 67] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Kate Nation
- Department of Experimental Psychology, University of Oxford, UK.
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Saine NL, Lerkkanen MK, Ahonen T, Tolvanen A, Lyytinen H. Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer-assisted remedial reading intervention, and mainstream instruction. LEARNING AND INDIVIDUAL DIFFERENCES 2010. [DOI: 10.1016/j.lindif.2010.06.004] [Citation(s) in RCA: 42] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Solity J, Deavers R, Kerfoot S, Crane G, Cannon K. The Early Reading Research: The impact of instructional psychology. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2010. [DOI: 10.1080/02667360050122190] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Affiliation(s)
- Jonathan Solity
- a Institute of Education , University of Warwick , Coventry , CV4 7AL , UK
| | - Rachael Deavers
- a Institute of Education , University of Warwick , Coventry , CV4 7AL , UK
- b Education Department , Essex County Council , County Hall, Victoria Road South, Chelmsford , CM1 1LD , UK
| | - Sue Kerfoot
- b Education Department , Essex County Council , County Hall, Victoria Road South, Chelmsford , CM1 1LD , UK
| | - George Crane
- b Education Department , Essex County Council , County Hall, Victoria Road South, Chelmsford , CM1 1LD , UK
| | - Karen Cannon
- b Education Department , Essex County Council , County Hall, Victoria Road South, Chelmsford , CM1 1LD , UK
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Dufau S, Lété B, Touzet C, Glotin H, Ziegler JC, Grainger J. A developmental perspective on visual word recognition: New evidence and a self-organising model. ACTA ACUST UNITED AC 2010. [DOI: 10.1080/09541440903031230] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Stéphane Dufau
- a Aix-Marseille University, and CNRS , Marseille , France
| | | | - Claude Touzet
- a Aix-Marseille University, and CNRS , Marseille , France
| | - Hervé Glotin
- c CNRS, Marseille, and University of Toulon , Toulon , France
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Thaler V, Urton K, Heine A, Hawelka S, Engl V, Jacobs AM. Different behavioral and eye movement patterns of dyslexic readers with and without attentional deficits during single word reading. Neuropsychologia 2009; 47:2436-45. [PMID: 19383502 DOI: 10.1016/j.neuropsychologia.2009.04.006] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2008] [Revised: 04/07/2009] [Accepted: 04/13/2009] [Indexed: 11/15/2022]
Abstract
Comorbidity of learning disabilities is a very common phenomenon which is intensively studied in genetics, neuropsychology, prevalence studies and causal deficit research. In studies on the behavioral manifestation of learning disabilities, however, comorbidity is often neglected. In the present study, we systematically examined the reading behavior of German-speaking children with dyslexia, of children with attentional problems, of children with comorbid dyslexia and attentional problems and of normally developing children by measuring their reading accuracy, naming latencies and eye movement patterns during single word reading. We manipulated word difficulty by contrasting (1) short vs. long words with (2) either low or high sublexical complexity (indexed by consonant cluster density). Children with dyslexia only (DYS) showed the expected reading fluency impairment of poor readers in regular orthographies but no accuracy problem. In contrast, comorbid children (DYS+AD) had significantly higher error rates than all other groups, but less of a problem with reading fluency than DYS. Concurrently recorded eye movement measures revealed that DYS made the highest number of fixations, but exhibited shorter mean single fixations than DYS+AD. Word length had the strongest effect on dyslexic children, whereas consonant cluster density affected all groups equally. Theoretical implications of these behavioral and eye movement patterns are discussed and the necessity for controlling for comorbid attentional deficits in children with reading deficits is highlighted.
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Affiliation(s)
- Verena Thaler
- Allgemeine und Neurokognitive Psychologie, Fachbereich Erziehungswissenschaften und Psychologie, Freie Universität Berlin, Berlin, Germany.
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Vousden JI. Units of English spelling-to-sound mapping: a rational approach to reading instruction. APPLIED COGNITIVE PSYCHOLOGY 2008. [DOI: 10.1002/acp.1371] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Coltheart V, Leahy J. Procedures used by beginning and skilled readers to read unfamiliar letter strings. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2007. [DOI: 10.1080/00049539608259518] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Hansen J, Bowey JA. Orthographic rimes as functional units of reading in fourth-grade children. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2007. [DOI: 10.1080/00049539208260160] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Stackhouse J, Snowling M. Barriers to literacy development in two cases of developmental verbal dyspraxia. Cogn Neuropsychol 2007. [DOI: 10.1080/02643299208252062] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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26
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Alario FX, De Cara B, Ziegler JC. Automatic activation of phonology in silent reading is parallel: evidence from beginning and skilled readers. J Exp Child Psychol 2007; 97:205-19. [PMID: 17399735 DOI: 10.1016/j.jecp.2007.02.001] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2006] [Revised: 01/29/2007] [Accepted: 02/06/2007] [Indexed: 10/23/2022]
Abstract
The picture-word interference paradigm was used to shed new light on the debate concerning slow serial versus fast parallel activation of phonology in silent reading. Prereaders, beginning readers (Grades 1-4), and adults named pictures that had words printed on them. Words and pictures shared phonology either at the beginnings of words (e.g., DOLL-DOG) or at the ends of words (e.g., FOG-DOG). The results showed that phonological overlap between primes and targets facilitated picture naming. This facilitatory effect was present even in beginning readers. More important, from Grade 1 onward, end-related facilitation always was as strong as beginning-related facilitation. This result suggests that, from the beginning of reading, the implicit and automatic activation of phonological codes during silent reading is not serial but rather parallel.
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Affiliation(s)
- F-Xavier Alario
- Laboratoire de Psychologie Cognitive, CNRS UMR 6146, Université de Provence, 13331 Marseille Cedex 3, France.
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Besse AS, Demont E, Gombert JE. Effet des connaissances linguistiques en langue maternelle (arabe vs portugais) sur les performances phonologiques et morphologiques en français langue seconde. PSYCHOLOGIE FRANCAISE 2007. [DOI: 10.1016/j.psfr.2006.09.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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28
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Davies RAI, Weekes BS. Effects of feedforward and feedback consistency on reading and spelling in dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2005; 11:233-52. [PMID: 16355746 DOI: 10.1002/dys.307] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
We investigated the effects of rime consistency on reading and spelling among dyslexic children and a group of matched reading age skilled readers by manipulating consistency of orthography-tophonology (OP) mappings and consistency of mappings from phonology-to-orthography (PO). For both dyslexic and control children we found feedforward consistency effects on reading (O->P) and spelling (P->O) and feedback (O->P) consistency effects on spelling. Dyslexic children demonstrated feedback (PO) consistency effects in reading but control children did not. Our results challenge accounts of reading and spelling in dyslexia that assume feedforward consistency effects alone. We consider the implications of these results in relation to theories in which children may assess candidate responses for goodness of fit to prior expectations. We discuss the wider implications of our results for the assessment and remediation of dyslexia.
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Affiliation(s)
- Robert A I Davies
- Department of Psychology, University of Sussex, Brighton BN1 9QG, UK
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Schwichtenberg B, Schiller NO. Semantic gender assignment regularities in German. BRAIN AND LANGUAGE 2004; 90:326-337. [PMID: 15172550 DOI: 10.1016/s0093-934x(03)00445-0] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/03/2003] [Indexed: 05/24/2023]
Abstract
Gender assignment relates to a native speaker's knowledge of the structure of the gender system of his/her language, allowing the speaker to select the appropriate gender for each noun. Whereas categorical assignment rules and exceptional gender assignment are well investigated, assignment regularities, i.e., tendencies in the gender distribution identified within the vocabulary of a language, are still controversial. The present study is an empirical contribution trying to shed light on the gender assignment system native German speakers have at their disposal. Participants presented with a category (e.g., predator) and a pair of gender-marked pseudo-words (e.g., der Trelle vs. die Stisse) preferentially selected the pseudo-word preceded by the gender-marked determiner "associated" with the category (e.g., masculine). This finding suggests that semantic regularities might be part of the gender assignment system of native speakers.
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30
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Hutzler F, Ziegler JC, Perry C, Wimmer H, Zorzi M. Do current connectionist learning models account for reading development in different languages? Cognition 2004; 91:273-96. [PMID: 15168898 DOI: 10.1016/j.cognition.2003.09.006] [Citation(s) in RCA: 66] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2002] [Revised: 06/16/2003] [Accepted: 09/23/2003] [Indexed: 11/20/2022]
Abstract
Learning to read a relatively irregular orthography, such as English, is harder and takes longer than learning to read a relatively regular orthography, such as German. At the end of grade 1, the difference in reading performance on a simple set of words and nonwords is quite dramatic. Whereas children using regular orthographies are already close to ceiling, English children read only about 40% of the words and nonwords correctly. It takes almost 4 years for English children to come close to the reading level of their German peers. In the present study, we investigated to what extent recent connectionist learning models are capable of simulating this cross-language learning rate effect as measured by nonword decoding accuracy. We implemented German and English versions of two major connectionist reading models, Plaut et al.'s (Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: computational principles in quasi-regular domains. Psychological Review, 103, 56-115) parallel distributed model and Zorzi et al.'s (Zorzi, M., Houghton, G., & Butterworth, B. (1998a). Two routes or one in reading aloud? A connectionist dual-process model. Journal of Experimental Psychology: Human Perception and Performance, 24, 1131-1161); two-layer associative network. While both models predicted an overall advantage for the more regular orthography (i.e. German over English), they failed to predict that the difference between children learning to read regular versus irregular orthographies is larger earlier on. Further investigations showed that the two-layer network could be brought to simulate the cross-language learning rate effect when cross-language differences in teaching methods (phonics versus whole-word approach) were taken into account. The present work thus shows that in order to adequately capture the pattern of reading acquisition displayed by children, current connectionist models must not only be sensitive to the statistical structure of spelling-to-sound relations but also to the way reading is taught in different countries.
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31
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Jiménez JE, Venegas E. Defining Phonological Awareness and Its Relationship to Reading Skills in Low-Literacy Adults. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2004. [DOI: 10.1037/0022-0663.96.4.798] [Citation(s) in RCA: 18] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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32
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Ziegler JC, Perry C, Ma-Wyatt A, Ladner D, Schulte-Körne G. Developmental dyslexia in different languages: Language-specific or universal? J Exp Child Psychol 2003; 86:169-93. [PMID: 14559203 DOI: 10.1016/s0022-0965(03)00139-5] [Citation(s) in RCA: 195] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Most of the research on developmental dyslexia comes from English-speaking countries. However, there is accumulating evidence that learning to read English is harder than learning to read other European orthographies (Seymour, Aro, & Erskine, 2003). These findings therefore suggest the need to determine whether the main English findings concerning dyslexia can be generalized to other European orthographies, all of which have less irregular spelling-to-sound correspondences than English. To do this, we conducted a study with German- and English-speaking children (n=149) in which we investigated a number of theoretically important marker effects of the reading process. The results clearly show that the similarities between dyslexic readers using different orthographies are far bigger than their differences. That is, dyslexics in both countries exhibit a reading speed deficit, a nonword reading deficit that is greater than their word reading deficit, and an extremely slow and serial phonological decoding mechanism. These problems were of similar size across orthographies and persisted even with respect to younger readers that were at the same reading level. Both groups showed that they could process larger orthographic units. However, the use of this information to supplement grapheme-phoneme decoding was not fully efficient for the English dyslexics.
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33
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Griffiths YM, Snowling MJ. Predictors of exception word and nonword reading in dyslexic children: The severity hypothesis. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2002. [DOI: 10.1037/0022-0663.94.1.34] [Citation(s) in RCA: 135] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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34
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Calhoon JA. Factors affecting the reading of rimes in words and nonwords in beginning readers with cognitive disabilities and typically developing readers: explorations in similarity and difference in word recognition cue use. J Autism Dev Disord 2001; 31:491-504. [PMID: 11794414 DOI: 10.1023/a:1012268909286] [Citation(s) in RCA: 17] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
The exploratory research reported in this study was designed to initiate research in reading that includes children who have cognitive disabilities other than learning disabilities. Forty children, whose word recognition level was at the second-grade level, were assessed for knowledge of letter names, letter sounds, and rime recognition for high and low frequency target words and nonwords. Of these children, 20 were typically developing children and 20 were children with cognitive disabilities broadly defined. Both groups of children were found to be more similar than dissimilar in their rime-recognition accuracy, miscues, and graphemephoneme knowledge. In general, results proved to be more heuristic than concrete.
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Affiliation(s)
- J A Calhoon
- School of Education, University of Kansas, Lawrence 66045-3101, USA.
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35
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Bourassa DC, Treiman R. Spelling Development and Disability. Lang Speech Hear Serv Sch 2001; 32:172-181. [DOI: 10.1044/0161-1461(2001/016)] [Citation(s) in RCA: 57] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2000] [Accepted: 03/24/2001] [Indexed: 11/09/2022] Open
Abstract
This article reviews the literature on normal and impaired spelling development in English. Once children begin to learn that the function of alphabetic writing is to represent the sounds of language, they go through the process of learning sound-spelling correspondences in increasingly fine detail. Continued experience with print allows children to learn about orthographic and morphological conventions of the language. Within this general framework, the authors describe research that underscores the importance of fine-grained linguistic analyses of spelling performance. It is concluded that such an approach holds a great deal of promise for theory and practice.
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36
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Abstract
Although the orthographic rime (body) is thought to play an important role in reading English, previous priming experiments found little or no evidence for facilitatory body-priming effects in the naming task. That is, hose primes NOSE no better than does a completely unrelated prime. In the present study, the hypothesis that facilitatory body-priming effects are typically masked by strong inhibitory onset effects was investigated. It was shown that when the onset of a prime was removed, facilitatory body priming could be obtained with stimuli that previously had produced no evidence of facilitation. The present study thus reconciles conflicting patterns concerning facilitation versus inhibition in body priming.
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Affiliation(s)
- M Montant
- Laboratoire de Psychologie Cognitive, Université de Provence, Marseille, France.
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37
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Bernstein SE, Treiman R. Learning a novel grapheme: effects of positional and phonemic context on children's spelling. J Exp Child Psychol 2001; 79:56-77. [PMID: 11292311 DOI: 10.1006/jecp.2000.2584] [Citation(s) in RCA: 17] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Two experiments explored how children who encounter a new spelling for a phoneme generalize it to novel items. Children ages 5 1/2 to 9 (N = 123) were taught a CVC (consonant-vowel-consonant) nonword containing a new vowel spelling in the middle position (e.g., /gaik/ is spelled as giik). They were then asked to spell other nonwords containing the vowel or to judge spellings that had supposedly been produced by younger children. Children were sensitive to position in the spelling production task, being more likely to use the novel grapheme when the vowel appeared in the middle of a CVC target than when it appeared in word-initial or word-final position. Children were not significantly more likely to use the novel grapheme when the target shared the vowel and final consonant (rime) of the training stimulus than when it shared the initial consonant and vowel. Implications for views of spelling development are discussed.
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Affiliation(s)
- S E Bernstein
- Department of Psychology, Middle Tennessee State University, Murfreesboro 37132, USA.
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38
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Duncan LG, Seymour PH, Hill S. A small-to-large unit progression in metaphonological awareness and reading? THE QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY. A, HUMAN EXPERIMENTAL PSYCHOLOGY 2000; 53:1081-104. [PMID: 11131814 DOI: 10.1080/713755936] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
The paper reports a series of studies of reading and metaphonological processing by children in their second year in primary school (aged 6 years). An earlier study had established that, in the first year of learning, performance was characterized by a small-unit approach in which graphemes and phonemes were emphasized. In the second year, reading became more sensitive to the frequencies of rime structures in the lexicon. Capacity to generate word analogies for nonwords also showed increasing commitment to rime-based responses, and this trend was strongly linked to reading age. The present results suggest that a small-unit approach to reading is augmented by a large-unit approach as development proceeds. This trend was reflected in performance on a test of explicit phonological awareness. When asked to report the segment of sound shared by two spoken words, Primary 1 children were poor in reporting shared rimes but relatively adept in reporting shared phonemes. During Primary 2 there was an improvement in ability to report shared rimes, and this trend was also related to reading age. These results are discussed in relation to the influence of instruction and the nature of the orthography in determining the course of reading development.
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Affiliation(s)
- L G Duncan
- Department of Psychology, University of Dundee, Scotland, U.K
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39
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Influences of orthographic consistency and reading instruction on the development of nonword reading skills. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2000. [DOI: 10.1007/bf03173177] [Citation(s) in RCA: 37] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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40
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Goswami U. Phonological representations, reading development and dyslexia: towards a cross-linguistic theoretical framework. DYSLEXIA (CHICHESTER, ENGLAND) 2000; 6:133-151. [PMID: 10840513 DOI: 10.1002/(sici)1099-0909(200004/06)6:2<133::aid-dys160>3.0.co;2-a] [Citation(s) in RCA: 95] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
This paper attempts to integrate recent research findings in phonological development, reading development and dyslexia into a coherent theoretical framework that can provide a developmental account of reading and reading difficulties across languages. It is proposed that the factors governing phonological development across languages are similar, but that important differences in the speed and level of phonological development are found following the acquisition of alphabetic literacy. The causal framework offered is at the level of a cognitive model, which may prove useful in organizing future cross-linguistic developmental work.
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Affiliation(s)
- U Goswami
- Institute of Child Health, University College London, UK
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41
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Porpodas CD. Patterns of phonological and memory processing in beginning readers and spellers of Greek. JOURNAL OF LEARNING DISABILITIES 1999; 32:406-416. [PMID: 15510430 DOI: 10.1177/002221949903200506] [Citation(s) in RCA: 31] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
This study examined the patterns of reading and spelling performance of first-grade Greek children who either were facing difficulties in literacy acquisition or were normal achievers. In addition, we studied the relationship between obtained literacy development levels and the children's phonological awareness and ability to retain phonological information in short-term memory. The participants were tested in the reading of single letters, letter clusters, words, and nonwords, as well as in word and nonword spelling. Furthermore, their phonological processing knowledge was assessed via a battery of phonological awareness tasks and short-term memory phonetic-representation tasks. The main findings of the study were as follows: (a) Accurate decoding of Greek was achieved by almost every young child (attributed mainly to the nature of the Greek writing system); (b) the time the children needed to process a written item was the crucial index of their difficulty in literacy acquisition; (c) spelling was performed by deriving the orthographic form of a word on the basis of sound-spelling correspondence knowledge; (d) although the children with difficulties in literacy development had achieved a satisfactory performance in phonological processing, their performance was nevertheless significantly lower than that of the normal achievers; and (e) phonemic awareness and speech rate tasks were among the best predictors of learning to read and spell Greek words.
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Affiliation(s)
- C D Porpodas
- University of Patras, Department of Education, Greece
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42
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Brown GD, Deavers RP. Units of analysis in nonword reading: evidence from children and adults. J Exp Child Psychol 1999; 73:208-42. [PMID: 10357873 DOI: 10.1006/jecp.1999.2502] [Citation(s) in RCA: 63] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Four experiments examined variations in children's (chronological age range: 5 years 7 months to 9 years 10 months) and adults' reading strategy as a function of task demands. Experiment 1 found that less skilled readers (mean reading age: 8 years 8 months), though able to make use of rime-based spelling-to-sound correspondences (reading "by analogy"), predominantly used simple grapheme-phoneme-level correspondences in reading isolated unfamiliar items. Skilled children (mean reading age: 11 years 6 months) were more likely to adopt an analogy strategy. Experiments 2 and 3 adopted versions of the "clue word" technique used by U. Goswami (1986, Journal of Experimental Child Psychology, 42, 73-83; 1988, Quarterly Journal of Experimental Psychology, 40A, 239-268) and found a much higher incidence of analogical responding by children of all ages, suggesting that reading strategy is task-dependent. Experiment 4 showed that adults' nonword-reading strategy is determined by list composition, in that grapheme-phoneme correspondences are used more when the list context contains nonwords. It is concluded that both adults and young children exhibit considerable flexibility and task-dependence in the levels of spelling-to-sound correspondence (analogies vs decoding) that they use and that grapheme-phoneme correspondences are preferred when maximum generalization to unfamiliar items is required.
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Affiliation(s)
- G D Brown
- University of Warwick, Coventry, United Kingdom.
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43
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Geudens A, Sandra D. Onsets and rimes in a phonologically transparent orthography: differences between good and poor beginning readers of Dutch. BRAIN AND LANGUAGE 1999; 68:284-290. [PMID: 10433771 DOI: 10.1006/brln.1999.2084] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
This study investigates whether beginning readers of Dutch develop onset-rime units when these units are emphasized in their reading method, even when the orthography is transparent at the grapheme-phoneme level. The speed of naming intact pseudowords (wot) was compared with the speed of naming pseudowords with an onset-rime (w ot) or body-coda (wo t) segmentation. Whereas body-coda items consistently slowed down naming for both good and poor readers, the onset-rime effect covaried with reading skill: it changed from inhibitory for good readers to facilitatory for poor readers. Two alternative explanations are proposed.
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Affiliation(s)
- A Geudens
- University of Antwerp, Antwerp, Belgium.
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44
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Stuart M, Masterson J, Dixon M, Quinlan P. Inferring sublexical correspondences from sight vocabulary: evidence from 6- and 7-year-olds. THE QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY. A, HUMAN EXPERIMENTAL PSYCHOLOGY 1999; 52:353-66. [PMID: 10371874 DOI: 10.1080/713755820] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
We report an experiment designed to investigate 6-to-7-year-old children's ability to acquire knowledge of sublexical correspondences between print and sound from their reading experience. A computer database containing the printed word vocabulary of children taking part in the experiment was compiled and used to devise stimuli controlled for grapheme-phoneme correspondence (GPC) frequency and rime neighbourhood consistency according to the children's reading experience. Knowledge of GPC rules and rime units was compared by asking children to read aloud three types of nonword varying in regularity of GPC and consistency of rime pronunciation. Results supported the view that children can acquire knowledge of both GPC rules and rime units from their reading experience. GPC rule strength affects the likelihood of a GPC response; rime consistency affects the likelihood of a rime response.
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Affiliation(s)
- M Stuart
- Institute of Education, University of London, U.K.
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45
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Peereman R, Content A. LEXOP: a lexical database providing orthography-phonology statistics for French monosyllabic words. BEHAVIOR RESEARCH METHODS, INSTRUMENTS, & COMPUTERS : A JOURNAL OF THE PSYCHONOMIC SOCIETY, INC 1999; 31:376-9. [PMID: 10495825 DOI: 10.3758/bf03207735] [Citation(s) in RCA: 59] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
During the last 20 years, psycholinguistic research has identified many variables that influence reading and spelling processes. We describe a new computerized lexical database, LEXOP, which provides quantitative descriptors about the relations between orthography and phonology for French monosyllabic words. Three main classes of variables are considered: consistency of print-to-sound and sound-to-print associations, frequency of orthography-phonology correspondences, and word neighborhood characteristics.
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Affiliation(s)
- R Peereman
- Laboratoire d'Etude des Apprentissages et du Développement, CNRS, Université de Bourgogne, Dijon, France.
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46
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Goswami U. Orthographic analogies and phonological priming: a comment on Bowey, Vaughan, and Hansen (1998). J Exp Child Psychol 1999; 72:210-9. [PMID: 10047440 DOI: 10.1006/jecp.1998.2483] [Citation(s) in RCA: 15] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
J. A. Bowey, L. Vaughan, and J. Hansen (1998, Journal of Experimental Child Psychology, 68, 108-133) carried out two experiments on 6- and 7-year-old children's use of orthographic analogies in word reading. They reported that, following apparently stringent controls for phonological priming effects, beginning analogies (beak-bean) were more frequent in this age group than rime (beak-peak) analogies. From this, they concluded that beginning readers do not reliably use orthographic rimes in reading, even in the clue word task (p. 129). However, the clue word task was not used in this study. This comment highlights two problems with Bowey et al.'s paper. The first is a theoretical one, and the second is methodological. Firstly, Bowey et al. base their investigation on a misunderstanding of U. Goswami and P. E. Bryant's (1990, Phonological skills and learning to read, Hillsdale, NJ: Erlbaum) claims about the role of rhyme and analogy in beginning reading. Secondly, methodological weaknesses, in particular unintended intralist priming effects, seriously limit the conclusions that can be drawn from Bowey et al.'s booklet analogy task.
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Affiliation(s)
- U Goswami
- Institute of Child Health, University College London, London, United Kingdom
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47
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Bowey JA. The limitations of orthographic rime analogies in beginners' word reading: a reply to Goswami (1999). J Exp Child Psychol 1999; 72:220-31. [PMID: 10047441 DOI: 10.1006/jecp.1998.2484] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
U. Goswami (1999, Journal of Experimental Child Psychology, 72, 210-219) argues that the findings of J. A. Bowey, L. Vaughan, and J. Hansen (1998, Journal of Experimental Child Psychology, 68, 108-133) are uninterpretable. This paper examines each of Goswami's criticisms of the methodology employed by Bowey et al. (1998). None can explain the differential analogy and phonological priming effects reported by Bowey et al. More fundamentally, none can explain the critical finding of Bowey et al. that, when phonological priming effects are controlled, the size of the end analogy effect is no greater than that of beginning and medial vowel analogy effects. Furthermore, some of Goswami's criticisms cast considerable doubt on the generalizability of findings from her version of the clue word task.
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Affiliation(s)
- J A Bowey
- University of Queensland, Brisbane, Australia
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48
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49
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Abstract
In alphabetic writing systems like English or French, many words are composed of more letters than phonemes (e.g. BEACH is composed of five letters and three phonemes, i.e./biJ/). This is due to the presence of higher order graphemes, that is, groups of letters that map into a single phoneme (e.g. EA and CH in BEACH map into the single phonemes /i/ and /J/, respectively). The present study investigated the potential role of these subsyllabic components for the visual recognition of words in a perceptual identification task. In Experiment 1, we manipulated the number of phonemes in monosyllabic, low frequency, five-letter, English words, and found that identification times were longer for words with a small number of phonemes than for words with a large number of phonemes. In Experiment 2, this 'phoneme effect' was replicated in French for low frequency, but not for high frequency, monosyllabic words. These results suggest that subsyllabic components, also referred to as functional orthographic units, play a crucial role as elementary building blocks of visual word recognition.
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Affiliation(s)
- A Rey
- Centre de Recherche en Neurosciences Cognitives, Centre National de la Recherche Scientifique, 31 Marseille, France.
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50
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Zorzi M, Houghton G, Butterworth B. The Development of Spelling-Sound Relationships in a Model of Phonological Reading. ACTA ACUST UNITED AC 1998. [DOI: 10.1080/016909698386555] [Citation(s) in RCA: 21] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
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