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1.
The dissociation between phonological and orthographic processes in word reading was investigated in a study involving 147 children in grade 3. The criterion measure was a timed word reading test. Two tasks assessed phonological skills and two tasks assessed orthographical skills. Orthographic ability accounted for variance in word reading even after phonological ability had been controlled. Poor readers differed from skilled readers in the way phonological and orthographic factors were balanced. The relationship between the two factors was fairly strong among poor readers, whereas the correlation was low for more skilled readers. Furthermore, phonological factors played a much stronger role in explaining the variance in word reading among poor readers, while on the other hand, orthographic factors were more powerful among skilled readers.  相似文献   

2.
For adults with low literacy skills, the role of phonology in reading has been fairly well researched, but less is known about the role of morphology in reading. We investigated the contribution of morphological awareness to word reading and reading comprehension and found that for adults with low literacy skills and skilled readers, morphological awareness explained unique variance in word reading and reading comprehension. In addition, we investigated the effects of orthographic and phonological opacity in morphological processing. Results indicated that adults with low literacy skills were more impaired than skilled readers on items containing phonological changes but were spared on items involving orthographic changes. These results are consistent with previous findings of adults with low literacy skills reliance on orthographic codes. Educational implications are discussed.  相似文献   

3.
Deaf children can improve their reading skills by learning to use alternative, visual codes such as fingerspelling. A sample of 28 deaf children between the ages of 7 and 16 years was used as an experimental group and another sample of 15 hearing children of similar age and academic level as a control group. Two experiments were carried out to study the possible interactions between phonological and visual codes and working memory, and to understand the relationships between these codes and reading and orthographic achievement. The results highlight the relationship between dactylic and orthographic coding. Just as phoneme-to-grapheme knowledge can facilitate reading for hearing children, fingerspelling-to-grapheme knowledge has the potential to play a similar role for deaf readers.  相似文献   

4.
Two lexical decision experiments are reported that investigate whether the same segmentation strategies are used for reading printed English words and fingerspelled words (in American Sign Language). Experiment 1 revealed that both deaf and hearing readers performed better when written words were segmented with respect to an orthographically defined syllable (the Basic Orthographic Syllable Structure [BOSS]) than with a phonologically defined syllable. Correlation analyses revealed that better deaf readers were more sensitive to orthographic syllable representations, whereas segmentation strategy did not differentiate the better hearing readers. In contrast to Experiment 1, Experiment 2 revealed better performance by deaf participants when fingerspelled words were segmented at the phonological syllable boundary. We suggest that English mouthings that often accompany fingerspelled words promote a phonological parsing preference for fingerspelled words. In addition, fingerspelling ability was significantly correlated with reading comprehension and vocabulary skills. This pattern of results indicates that the association between fingerspelling and print for adult deaf readers is not based on shared segmentation strategies. Rather, we suggest that both good readers and good fingerspellers have established strong representations of English and that fingerspelling may aid in the development and maintenance of English vocabulary.  相似文献   

5.
The purpose of this study was to determine the components of working memory (WM) that underlie less skilled readers' comprehension and word recognition difficulties. Performance of 3 less skilled reading subgroups---children with reading disabilities (RD) in both word recognition and comprehension; children with comprehension deficits only; and children with low verbal IQ, word recognition, and comprehension (poor readers)--was compared to that of skilled readers on WM, short-term memory (STM), processing speed, executive, and phonological processing measures. Ability group comparisons showed that (a) skilled readers outperformed all less skilled readers on measures of WM, updating, and processing speed; (b) children with comprehension deficits only outperformed children with RD on measures of WM, STM, phonological processing, and processing speed; and (c) children with RD outperformed poor readers on WM and phonological processing measures. A hierarchical regression analysis showed that (a) subgroup differences on WM tasks among less skilled readers were moderated by a storage system not specific to phonological skills, and (b) STM and updating contributed significant variance to WM beyond what was contributed by reading group classification. The latter finding suggested that some differences in storage and executive processing emerged between skilled and less skilled readers that were not specific to reading.  相似文献   

6.
This study aimed to determine whether the reading skills of third‐grade schoolchildren are associated with their preferences for semantic, phonological, and shape competitors (images or printed words) after being exposed to a spoken critical word. Two groups of children participated: skilled readers and less‐skilled readers. Through a language‐mediated visual search, children's fixations on the three competitors and a distractor were measured. When looking at images, both groups of readers preferred to look at the semantic competitor. When reading words, both groups showed a preference for the phonological competitor, but only skilled readers were sensitive to semantic information. These results suggest that early reading skills influence access to different types of representations in response to hearing a word, and they confirm the existence of a cascaded activation of information retrieval in childhood.  相似文献   

7.
Two groups of deaf children, aged 8 and 14 years, were presented with a number of tasks designed to assess their reliance on phonological coding. Their performance was compared with that of hearing children of the same chronological age (CA) and reading age (RA). Performance on the first task, short-term recall of pictures, showed that the deaf children's spans were comparable to those of RA controls but lower than CA controls. For the older deaf children, short-term memory span predicted reading ability. There was no clear evidence that the deaf children were using phonological coding in short-term memory when recall of dissimilar items was compared with recall of items with similarly sounding names. In the second task, which assessed orthographic awareness, performance of the deaf children was similar to that of RA controls although scores predicted reading level for the deaf children but not the hearing. The final task was a picture spelling test in which there were marked differences between the deaf and hearing children, most notably in the number of spelling refusals (which was higher for the deaf children in the older group than their RA controls) and the percentage of phonetic errors (which was considerably lower for both groups of deaf children than for any of the hearing controls). Overall these results provide support for the view that deaf children place little reliance on phonological coding.  相似文献   

8.
Skilled reading involves rapid and automatic word recognition. Through a self‐teaching process, phonological decoding during reading is thought to establish the word‐specific representations in memory that support efficient word reading. Much is known about orthographic learning during reading; less is understood about this process during spelling. Here, we compared the degree of orthographic learning that occurs during reading and spelling. Forty‐eight children in Grade 2 practised reading or spelling nonwords within stories. Orthographic learning was measured using spelling recognition, spelling production and word naming tasks. Both readers and spellers showed evidence of orthographic learning; however, spellers outperformed readers on all tasks. Overall, results suggest that spelling sets up a higher quality representation in memory and highlight the importance of spelling in the development of word reading efficiency.  相似文献   

9.
The current study examined the nature of deaf readers’ phonological processing during online word recognition, and how this compares to similar effects in hearing individuals. Unlike many previous studies on phonological activation, we examined whether deaf readers activated phonological representations for words as opposed to pseudohomophones. Both hearing and deaf adults performed lexical decisions on homophones and control words in the context of either pseudoword foils (e.g., CLANE) or pseudohomophone foils (e.g., BRANE). As expected, hearing readers responded more slowly to homophones than to control words in both non-word contexts, reflecting phonological activation during reading. In contrast, deaf readers responded more slowly to homophones than to control words in the pseudohomophone foil context, but not in the pseudoword foil context. This finding suggests that deaf readers are able to activate phonological representations; however the nature of these representations appears to be more coarse-grained in deaf readers.  相似文献   

10.
In two reading level design experiments, matched groups of normal and poor readers were compared with regard to their use of phonological and orthographic information. Experiment 1 used a semantic decision task similar to the task described in the study of Jarvella & Snodgrass (1974). Experiment 1 was aimed to assess the way normal and poor readers, matched on reading level, automatically process phonological and orthographic incongruencies when comparing the singular and plural of nouns. Experiment 2 investigated the automatized processing of uppercase-lowercase letter incongruencies in a same-different task using words and pseudowords. It assessed the role of letter feature cues involved in the initial identification process. Experiment 1 demonstrated that poor readers needed more time for evaluating phonologically incongruent word pairs. No independent effect of orthographic incongruency was found. Experiment 2 showed that, if compared with reading age matched normals, poor readers had more problems with evaluating uppercase-lowercase incongruencies. This orthographic processing problem was particularly prominent when pseudowords were presented. It is concluded that poor readers not only have phonological processing problems, but also have difficulties at the orthographic processing level.  相似文献   

11.
A 3-group reading-level design was used to investigate phonological analysis, verbal working memory, and pseudoword reading performance in less skilled fourth-grade readers. Children were given phonological oddity tasks assessing their sensitivity to subsyllabic and phonemic units, together with standardized tests of verbal working memory and pseudoword reading. Less skilled fourth-grade readers performed lower than both chronological age and reading-level controls on the phonological oddity and pseudoword reading tests. Less skilled fourth-grade readers performed at the same level as skilled second-grade readers on a test of verbal working memory. Skilled fourth-grade readers scored higher than both other groups on this test. Correlational analyses were consistent with the view that phonological analysis skills contribute more strongly than verbal working memory skills to children's decoding abilities.  相似文献   

12.
The purpose of this study was to assess the role that phonological, orthographic, and contextual sources of information play in a group of adults who were learning to read compared to adult skilled readers. Participants read short paragraphs that contained a correct homophone, an incorrect homophone, or a spelling control. Target words were orthographically similar or dissimilar, and they appeared in context that predicted the target or was neutral with respect to the target. The pattern of data obtained for skilled readers was consistent with past work (Rayner et al., Journal of Experimental Psychology: Learning, Memory and Cognition 24(2), 476–497, 1998). Skilled readers showed no reading time differences between the correct homophone and the incorrect homophone, as long as the two were orthographically similar, but reading times on these words were faster than the spelling control condition. The pattern of data for the adults who were learning to read was different. These readers were actually better at noticing that an incorrect version of the homophone was present. Importantly, we did find consistent significant differences between the incorrect homophone condition and the spelling control condition. This suggests the adults who were learning to read use phonological codes during word recognition, but they do so less efficiently than skilled readers.  相似文献   

13.
The present study addressed the issue of syllable activation during visual recognition of French words. In addition, it was investigated whether word orthographic information underlies syllable effects. To do so, words were selected according to the frequency of their first syllable (high versus low) and the frequency of the orthographic correspondence of this syllable (high versus low). For example, the high-frequency syllable /ã/ is frequently transcribed by the orthographic cluster an, but infrequently transcribed by han in French. A lexical decision task was performed by skilled readers (Experiment 1) and beginning readers in Grade 5 (Experiment 2). Results yielded an inhibitory effect of syllable frequency in both experiments. Moreover, the reliable interaction between syllable frequency and orthographic correspondence frequency indicated that the syllable frequency effect was influenced by orthographic characteristics of syllables. Finally, data showed that the interaction between phonological and orthographic variables was modified with reading experience. The results are discussed in current models of visual word recognition.  相似文献   

14.
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   

15.
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   

16.
In seven experiments, we investigated whether compensated and uncompensated adults with dyslexia show different patterns of deficits in magnocellular visual processing and in language processing tasks. In four visual tasks, we failed to find evidence of magnocellular deficits in either group. However, both groups of adults with dyslexia showed deficits in component language skills, and the degree of reading impairment predicted the nature and extent of these deficits. Uncompensated readers showed deficits in orthographic and especially phonological coding and awareness and were slower on rapid naming. Compensated readers showed word and nonword performance below controls but better than the uncompensated readers. The compensated group was not significantly less accurate than controls on phonological awareness, nor significantly worse overall on rapid naming.  相似文献   

17.
The goal of the present study was to ascertain whether developmental dyslexics and their affected parents evinced similar patterns of deficits in word recognition skills. Forty dyslexic children and both their biological parents were administered a battery of experimental measures of phonological and orthographic processing. Deficits in component skills were defined in terms of deviations from the performance of normal readers matched on reading achievement level. Four distinct patterns of deficits were found among both the dyslexics and their parents: a subgroup with a specific deficit in processing phonological codes; a subgroup with a specific deficit in processing orthographic codes; a subgroup with deficits in processing both phonological and orthographic codes; and a subgroup of individuals who did not significantly differ from normal readers at the same reading level in either processing domain. Although limited evidence for familial subgroup concordance was obtained in both the phonological and combined phonological subgroups, no concordance was observed among families classified into the orthographic or reading-achievement equivalent subgroups. It was concluded that all affected family members shared a propensity for a phonological deficit, and that some family members share a fundamental problem in processing orthographic information as well. This research was supported by a Biomedical Research Support Grant from the University of Southern California. The research reported in this paper was based on a Ph.D. thesis conducted by the first author at the University of Southern California.  相似文献   

18.
We assessed the reading and reading-related skills (phonemic awareness and phonological short-term memory) of deaf children fitted with cochlear implants (CI), either exposed to cued speech early (before 2 years old) (CS+) or never (CS-). Their performance was compared to that of 2 hearing control groups, 1 matched for reading level (RL), and 1 matched for chronological age (CA). Phonemic awareness and phonological short-term memory were assessed respectively through a phonemic similarity judgment task and through a word span task measuring phonological similarity effects. To assess the use of sublexical and lexical reading procedures, children read pseudowords and irregular words aloud. Results showed that cued speech improved performance on both the phonemic awareness and the reading tasks but not on the phonological short-term memory task. In phonemic awareness and reading, CS+ children obtained accuracy and rapidity scores similar to CA controls, whereas CS- children obtained lower scores than hearing controls. Nevertheless, in phonological short-term memory task, the phonological similarity effect of both CI groups was similar. Overall, these results support the use of cued speech to improve phonemic awareness and reading skills in CI children.  相似文献   

19.
Orthographic and Phonological Processes in Reading   总被引：1，自引：0，他引：1  
Investigations of reading have focussed largely on two component processes, phonological processing and orthographic processing. However, a number of unresolved issues have hampered progress in the investigation of these abilities. Three such issues that formed the focus of the present study were (1) the extent to which tasks used to operationalise orthographic processing measure the same construct, (2) the extent to which tasks from a range of phonological processing domains measure the same construct, and (3) the degree to which orthographic processing tasks reflect orthographic processes independent of extraneous phonological operations, and conversely, phonological processing tasks measure phonological processes independent of orthographic processes. To address these questions, a variety of tasks used to evaluate orthographic processing (orthographic verification, homophone verification, nonlexical choice, irregular word reading, irregular word spelling), phonological processing (phoneme deletion, phonological choice, nonword reading, nonword spelling) and related domains (e.g., word identification, IQ) were administered to 177 children from Grades 3, 4 and 5. Factor analysis conducted using accuracy data revealed that orthographic processing tasks congregate along a single factor, while phonological processing tasks congregate along another, separate factor, viewed as evidence for the construct validity of orthographic processing and phonological processing, respectively. When response-time data were analysed, these same tasks did not differentiate on the basis of their orthographic and phonological demands, but rather in terms of their more general task demands. Additionally, results reveal that some phonological processing and orthographic processing tasks measure their respective construct with a greater degree of purity than do others. It is recommended that these tasks be used in future research.  相似文献   

20.
Despite compelling evidence that analogy skills are available to beginning readers, few studies have actually explored the possibility of identifying individual differences in young children's analogy skills in early reading. The present study examined individual differences in children's use of orthographic and phonological relations between words as they learn to read. Specifically, the study addressed whether general analogical reasoning, short‐term memory and domain‐specific reading skills explain 5‐ to 6‐year‐olds' reading analogies (n=51). The findings revealed an orthographic analogy effect accompanied by high levels of phonological priming. Single‐word reading and use of visual analogies predicted young children's orthographic and phonological analogies in the regression analyses. However, different findings emerged from exploring profiles based on individual differences in reasoning skill. Indeed, when individual differences in composite scores of orthographic and phonological analogy were examined, group membership was predicted by word reading and early phonological knowledge, rather than general analogical reasoning skills. The findings highlight the usefulness of exploring individual differences in children's analogy development in the early stages of learning to read.  相似文献   

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