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1.
Phonological contribution during visual word recognition in child readers. An intermodal priming study in Grades 3 and 5 
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下载免费PDF全文 Karinne Sauval Séverine Casalis Laetitia Perre 《Journal of Research in Reading》2017,40(Z1):S158-S169
This study investigated the phonological contribution during visual word recognition in child readers as a function of general reading expertise (third and fifth grades) and specific word exposure (frequent and less‐frequent words). An intermodal priming in lexical decision task was performed. Auditory primes (identical and unrelated) were used in order to directly activate phonological codes independently of orthographic processing. Overall, the results revealed a widespread phonological priming effect in both grades. There was a significant interaction between grade, priming condition and frequency, revealing that the impact of frequency on identity priming differed between grades. In third grade, the results indicated that the priming effect was greater for less‐frequent than for frequent words. In fifth grade, priming effects were similar for both frequent and less‐frequent words. These findings indicate that print and speech processing systems are interconnected in young readers. Moreover, phonological codes play an important role in word recognition throughout reading development. 相似文献
2.
The quality of implicit morphological knowledge in adult Hebrew readers with developmental dyslexia was investigated. The priming paradigm was used to examine whether these adults extract and represent morphemic units similarly to normal readers during online word recognition. The group with dyslexia as a whole did not exhibit priming with visual presentation as opposed to both age- and reading-level controls. Priming was absent when the prime and target words shared a morpheme and even when the prime and the target were identical. Only the students with phonological dyslexia, who exhibited relatively good performance in the orthographic judgment task, exhibited repetition priming but not morphological priming. Strong repetition and morphological priming effects were found for participants with dyslexia when the stimuli were auditory. The implications of the dissociation between visual and auditory priming for the locus of the deficit in morphological processing during word recognition are discussed. 相似文献
3.
This study examined word identification, phonological recoding efficiency, familiar word reading efficiency, orthographic choice for familiar words and serial naming speed as potential correlates of orthographic learning following silent reading in third‐grade children. Children silently read a series of short stories, each containing six repetitions of a different target non‐word. They subsequently read target non‐words faster than homophones and preferred target non‐words to homophones in an orthographic choice task, indicating that they had formed functional orthographic representations of the target non‐words through phonologically recoding them during silent story reading. Target non‐word orthographic choice was correlated with all measures bar non‐symbol naming speed. The association between phonological recoding efficiency and orthographic learning lends support to the hypothesis that self‐teaching occurs through phonological recoding even in silent reading. Our findings were not generally consistent with the view that serial naming speed assesses orthographic learning aptitude. 相似文献
4.
Rapid Word Reading, a novel word‐reading efficiency measure, was used to determine if articulations or processing times associated with reading the word ‘aye’ were enhanced through the phonological or orthographic qualities contained in the preceding word. In the experiment, ‘aye’ followed either an identical ‘aye’, the homophones ‘I’ or ‘eye’ or high‐frequency (HF) unrelated English words. The words that preceded ‘aye’ were chosen to provide a graduated degree of phonological and orthographic information available to enhance the efficiency of recognising the following word. Semantically, phonologically, and orthographically independent high‐frequency words preceded ‘aye’ and served as a baseline measure of the articulation and processing times of ‘aye’. ‘I’ preceded ‘aye’ to provide enhanced recognition through phonological association alone. Phonological and partial orthographic associations were provided by ‘eye’ before ‘aye’, and complete phonological and orthographic associations were provided by ‘aye’ before ‘aye’. Repeated measures analysis showed that ‘aye’ was processed fastest when it followed an identical ‘aye’. The processing time enhancement for this condition was significantly faster than all other conditions. Additionally, the mean articulation duration of ‘aye’ was significantly slower when ‘aye’ followed an identical ‘aye’ than when it followed HF words. The findings documented the importance of separating phonological and orthographic information in English homophones. 相似文献
5.
This study aimed at examining whether deaf children process written words on the basis of phonological units. In French, the syllable is a phonologically and orthographically well-defined unit. French deaf children and hearing children matched on word recognition level were asked to copy written words and pseudo-words. The number of glances at the item, copying duration, and the locus of the first segmentation (i.e., after the first glance) within the item were measured. The main question was whether the segments copied by the deaf children corresponded to syllables as defined by phonological and orthographic rules.The results showed that deaf children, like hearing children, used syllables as copying units when the syllable boundaries were marked both by orthographic and phonological criteria. However, in a condition in which orthographic and phonological criteria were differentiated, the deaf children did not perform phonological segmentations while the hearing children did. We discuss two explanatory hypotheses. First, items in this condition were difficult to decode for deaf children; second, orthographic units were probably easier to process for deaf children than phonological units because of a lack of automaticity in their phonological conversion processes for pseudo-words. Finally, incidental observations during the experimental task raised the question of the use of fingerspelled units. 相似文献
6.
We report two experiments that investigated whether phonological and/or orthographic shifts in a base word interfere with morphological processing by French 3rd, 4th, and 5th graders and adults (as a control group) along the time course of visual word recognition. In both experiments, prime-target pairs shared four possible relationships: morphological without modification (nuageux-NUAGE), morphological with phonological modification (bergerie-BERGER), morphological with phonological and orthographic modifications (soigneux-SOIN), and orthographic control (fourmi-FOUR). In Experiment 1 (60-ms prime duration), priming effects were only significant in the morphological condition without modification in children but in the three morphological conditions in adults. In Experiment 2 (250-ms prime duration) priming effects were significant in all three morphological conditions in each group, independently of form shifts. These results indicate that allomorphic variation does allow for the lexical activation of base words only in the later stages of word recognition in children, whereas this activation is automatic in adults. 相似文献
7.
The purpose of this study was to determine whether poor readers have more pronounced problems than average-reading peers reading
derived words the base forms of which undergo a phonological shift when a suffix is added (i.e., shift relations as in “natural”),
as compared to derived words whose forms are phonologically and orthographically transparent (i.e., stable relations, as in
“cultural”). Two computer-based word recognition tasks (Naming and Lexical Decision) were administered to children with reading
disability (RD), peers with average reading ability, and adults. Across tasks, there was an effect for transparency (i.e.,
better performance on stable than shift words) for both child groups and the adults. For the children, a significant interaction
was found between group and word type. Specifically, on the naming task, there was an advantage for the stable words, and
this was most noteworthy for the children with RD. On the lexical decision task, trade-offs of speed and accuracy were evident
for the child reader groups. Performances on the nonwords showed the poor readers to be comparable to the average readers
in distinguishing legal and illegal nonwords; further analyses suggested that poor readers carried out deeper processing of
derived words than their average reading peers. Additional study is needed to explore the relation of orthographic and phonological
processing on poor readers’ memory for and processing of derived words. 相似文献
8.
The present study aimed to investigate the development of automatic phonological processes involved in visual word recognition during reading acquisition in French. A visual masked priming lexical decision experiment was carried out with third, fifth graders and adult skilled readers. Three different types of partial overlap between the prime and the target were contrasted: orthographic and phonological overlap (O+P+; ren-RENDRE [give] pronounced /?ɑ?/-/?ɑ?d?/ respectively), orthographic overlap (O+P?; re-RENDRE pronounced /??/-/?ɑ?d?/ respectively), or without orthographic and phonological overlap with the beginning of the target, namely unrelated (UR; pi-RENDRE pronounced /pi/-/?ɑ?d?/, respectively). The number of letters was controlled throughout the priming conditions. The results showed an interaction between grade and priming condition in children. In third graders, the results displayed a masked phonological priming effect (the O+P+ condition was compared to the O+P? condition) but not a masked orthographic priming effect (the O+P? condition was compared to the UR condition). On the contrary, in fifth graders, the results showed a masked orthographic priming effect but not a masked phonological priming effect. Adult skilled readers displayed the same pattern as fifth graders. These results are interpreted in the multiple-route model of reading development. 相似文献
9.
Nathlie A. Badian 《Annals of dyslexia》1995,45(1):79-96
A cohort of 92 children was followed through sixth grade to investigate the relationship of preschool skills and first grade
phonological awareness to reading and spelling. In particular, the focus was on the changing roles of letter naming, orthographic
awareness, and phonological processing in prediction, as reading experience increased. Preschool letter naming was a consistently
significant predictor of reading vocabulary, reading comprehension, and spelling at each grade level, but the preschool orthographic
task contributed most to reading comprehension and spelling at the higher grades. Conversely, the contribution of the first
grade phonemic awareness measures to reading skills dropped sharply after third grade, although they continued to contribute
to spelling prediction. When preschool precursors of phonological processing were examined, letter naming was found to be
a predictor of first and third grade phonemic awareness. Findings confirm the importance of letter naming as a predictor and
of the role of phonemic awareness in early reading acquisition, but also highlight the contribution of orthographic processing
skills to later reading. 相似文献
10.
Xiuli Tong Catherine McBride-Chang Hua Shu Anita M-Y. Wong 《Scientific Studies of Reading》2013,17(5):426-452
This 1-year longitudinal study examined the extent to which morphological awareness, orthographic knowledge, and phonological awareness, along with speeded naming, uniquely explained word recognition, dictation (i.e., spelling), and reading comprehension among 171 young Hong Kong Chinese children. With age and vocabulary knowledge statistically controlled, both morphological awareness and orthographic knowledge were uniquely associated with all three concurrently measured literacy skills, as well as longitudinal measures of specific literacy skills. Naming speed was also uniquely associated with concurrent word reading, as well as all three literacy skills longitudinally, even with their autoregressive effects controlled. Analyses of children's spelling mistakes indicated that 97% and 95% of all errors were either morpholexically or orthographically based at times 1 and 2, respectively. Morphologically based spelling errors were also uniquely associated with all three literacy skills across time. Findings underscore the importance of morphological awareness and orthographic knowledge for Chinese literacy acquisition. 相似文献
11.
Marie‐line Bosse Nathalie Chaves Pierre Largy Sylviane Valdois 《Journal of Research in Reading》2015,38(2):141-158
The self‐teaching hypothesis suggests that knowledge about the orthographic structure of words is acquired incidentally during reading through phonological recoding. The current study assessed whether visual processing skills during reading further contribute to orthographic learning. French children were asked to read pseudowords. The whole pseudoword letter string was available at once for half of the targets while the pseudoword's sub‐lexical units were discovered in turn for the other half. Then memorisation of the targets’ orthographic form was assessed. Although most pseudowords were accurately decoded, target orthographic forms were recognised more often when the pseudowords entire orthographic sequence was available at once during the learning phase. The whole‐word presentation effect was significant and stable from third to fifth grades. This effect was affected neither by target reading accuracy nor by target reading speed during the learning phase. Results suggest that beyond recoding skills, the ability to process the entire orthographic letter string at once during reading contributes to efficient orthographic learning. 相似文献
12.
Paz Surez‐Coalla Marta lvarez‐Caizo Fernando Cuetos 《Journal of Research in Reading》2016,39(3):292-311
In order to read fluently, children have to form orthographic representations. Despite numerous investigations, there is no clear answer to the question of the number of times they need to read a word to form an orthographic representation. We used length effect on reading times as a measure, because there are large differences between long and short words for unknown words, differences that disappear when reading frequent words. Two lists of new words (half short and half long) were presented to 102 second‐grade to sixth‐grade Spanish children, to be read aloud six times. One of the lists was presented as part of a story and the other in isolation. Comparison of the length effect at the first and sixth exposure showed large differences between short and long words in the first presentation and small differences at the sixth presentation, indicating that Spanish children develop representations of words after just a few repetitions. 相似文献
13.
A modified Stroop Test (single-letter, letter-cluster, and whole-word colorinconsistent stimuli) showed greater interference for the more automatic orthographic coding unit—the word—than for the less automatic coding units—single letters and letter-clusters—in developing readers in second, fourth, and sixth grade (N=72, Study 1). A developmental trend was observed from relative skill in word-level orthographic-phonological correspondence in second graders to relative skill in subword level orthographic-phonological correspondences in sixth graders. A previous finding that whole word coding > letter coding > letter cluster coding in relative rate of development was replicated (N=300, Study 2). Multiple orthographic codes—for whole words, single letters, and letter clusters—were correlated with both reading and writing but patterns of correlations with the component reading and writing skills changed from first to third grade; by third grade whole word coding was not correlated with reading and writing skills but letter cluster coding was correlated with all reading and most writing skills. Cue validity —categorization of letters on the basis of differentiating rather than distinctive features—improved from second to sixth grade and may account for developmental gains in letter cluster coding. Level of cue validity was correlated with speed of sentence comprehension (N=60, Study 3). The theoretical and practical significance of multiple orthographic codes for orthographic-phonological connections in word recognition and for literacy acquisition in general is discussed.This research was supported, in part, by Grant No. 25858-01 awarded to the first author from the National Institute of Child Health and Human Development.Study 1 is based on a presentation at the 1990 meeting of the American Education Research Association. Study 2 is based on a presentation at the 1991 meeting of the American Education Research Association. Study 3 is based on a presentation at the 1989 meeting of the American Education Research Association.The authors thank the participating children from the Shoreline Public Schools (Study 1), Bellevue, Northshore and Seattle Public Schools (Study 2), and the Mukiteo Public Schools (Study 3). They also thank Sylvia Mirsepassi for secretarial assistance. 相似文献
14.
Asaid Khateb Manal Khateb-Abdelgani Haitham Y. Taha Raphiq Ibrahim 《Reading and writing》2014,27(8):1413-1436
This study aimed at assessing the effects of letters’ connectivity in Arabic on visual word recognition. For this purpose, reaction times (RTs) and accuracy scores were collected from ninety-third, sixth and ninth grade native Arabic speakers during a lexical decision task, using fully connected (Cw), partially connected (PCw) and nonconnected (NCw) Arabic words and pseudowords. Effects of grade on word recognition (in RTs and accuracy) and word superiority were predicted to occur. Also, in the third grade, recognition of NCw was predicted to be faster and more accurate than recognition of Cw, because in previous studies NCw were assumed to be visually less complex. In sixth and ninth grades, due to the frequent exposure to connected forms, the recognition of Cw was predicted to be as fast as or faster and more accurate than NCw. The findings largely supported the first and the second hypotheses. As for the third graders, a mixed pattern was obtained, suggesting that the participants were probably in a transitional phase. The results from sixth graders clearly showed that NCw yielded the slowest response times and the lowest accuracy scores across connectivity conditions. Finally, for ninth graders, the absence of connectivity effects on the speed of processing was attributed to the use of very frequent and highly automatized words. 相似文献
15.
Ivar Bråten Alfred Lie Rune Andreassen 《Scandinavian Journal of Educational Research》2013,57(4):389-399
This article first presents a conception of word recognition involving both phonological and orthographic processes. Three different explanations about the origin of orthographic processes in word recognition are then discussed. These explanations are: (1) differences in orthographic memory, (2) differences in phonological processes and (3) differences in leisure time reading. In accord with the third explanation, it is argued that automatic orthographic word recognition is directly dependent on children's amount of reading practice in an out‐of‐school setting. Educational implications of this emphasis on leisure time reading effects are also discussed. 相似文献
16.
Michal Lavidor 《Journal of Research in Reading》2011,34(4):443-454
The research question here was whether whole‐word shape cues might facilitate reading in dyslexia following reports of how normal‐reading children benefit from using this cue when learning to read. We predicted that adults with dyslexia would tend to rely more on orthographic rather than other cues when reading, and therefore would be more affected by word shape manipulations. This prediction was tested in a lexical decision task on words with a flat or a non‐flat outline (i.e. without or with letters with ascending/descending features). We found that readers with dyslexia were significantly faster when reading non‐flat compared with flat words, while typical readers did not benefit from whole‐word shape cues. The interaction of participants' group and word shape was not modulated by word frequency; that is word outline shape facilitated reading for both rare and frequent words. Our results suggest that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when normal, phonology‐based word recognition processing is not exploited. 相似文献
17.
S. Hélène Deacon Eva Commissaire Xi Chen Adrian Pasquarella 《Reading and writing》2013,26(7):1087-1109
As children learn to read, they become sensitive to the patterns that exist in the ways in which their language(s) are represented in print. This skill is known as orthographic processing. We examined the nature of orthographic processing in English and French for children in the first grade of a French immersion program, and the relationship between orthographic processing and reading beyond controls for mother’s education, non-verbal reasoning, English vocabulary and phonological awareness. We found that children showed greater orthographic processing skill to patterns that were common to both of their languages than to those that occurred in just one of their languages. Across both lexical and sub-lexical orthographic processing measures, scores were related to word reading within each language, beyond our control variables. There was some evidence of cross-language relationships between orthographic processing and word reading, both for lexical and sub-lexical language-shared measures of orthographic processing. These findings suggest that children’s attention to features that are common both languages might be one source of transfer of orthographic processing to reading between languages. 相似文献
18.
The present study examined the possibility that spelling fulfils a self‐teaching function in the acquisition of orthographic knowledge because, like decoding, it requires close attention to letter order and identity as well as to word‐specific spelling–sound mapping. We hypothesised that: (i) spelling would lead to significant (i.e. above‐chance) levels of orthographic learning; (ii) spelling would actually result in superior learning relative to reading owing to the additional processing demands invoked when spelling; (iii) there would be stronger outcomes for post‐test spelling production compared with spelling recognition; and (iv) relative to reading, spelling would produce superior orthographic learning in the case of later‐occurring orthographic detail compared with information appearing earlier in the letter string. In a fully within‐subjects design, third grade Hebrew readers were exposed to novel letter strings presented in three conditions: spelling, reading and an unseen control condition. With the exception of the position by condition interaction (our fourth hypothesis), which, although in the expected direction, failed to attain significance, all hypotheses were supported. These data highlight yet another dimension of reading–writing reciprocity by suggesting that spelling offers a powerful self‐teaching tool in the compilation of word‐specific orthographic representations. 相似文献
19.
We investigated the combined effects of orthographic and graphomotor constraints as a function of handwriting proficiency in children. Twenty-four first graders, 20 third graders, and 21 fifth graders wrote single five-letter words in cursive writing on a sheet of paper affixed to a digitizing tablet. The words were chosen according to two orthographic constraints, namely their lexical frequency and the graphemic complexity of the last three letters, and one graphomotor constraint resulting from the motor difficulty of tracing the first letter. In addition to massive improvements of handwriting with grade, the results revealed, in the youngest group only, an interaction between first-letter difficulty and lexical frequency. This finding suggests that, before handwriting movement becomes automated, the cognitive resources needed for retrieving word spelling interferes with motor processing while writing a difficult letter. When students start learning to write, they are particularly sensitive to the combination of orthographic and graphomotor constraints. 相似文献
20.
Previous research has suggested that children in the early grades of primary school do not have much awareness of morphemes.
In this study, a priming paradigm was used to try to detect early signs of morphological representation of stems through a
spelling task presented to Portuguese children (N = 805; age range 6–9 years). Primes shared the stem with the targets and contained well-articulated, stressed vowels; the
stems of the target words and pseudo-words contained non-stressed schwa vowels, which typically result in spelling difficulties.
If priming proved effective, the well-articulated vowels in the prime should result in an improvement in the spelling of the
schwa vowels. Primes were presented in two conditions: in only-oral or in oral-plus-written form. Effectiveness of priming
was assessed by comparison with a no-priming condition. For both words and pseudowords, there was a significant interaction
between priming effects and grade. No priming effects were detected in 6- and 7-year-old children; oral-plus-written priming
produced higher rates of correct vowel spelling for 8- and 9-year-olds; only-oral priming was effective in improving the vowel
spelling of 9-year-olds. Thus older children can use morphological information under priming conditions when the prime and
the target are not phonologically transparent but there is no evidence to suggest that younger children do so. 相似文献