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1.
ngel Javier Tabullo Diego Shalom Yamila Sevilla Carolina Andrea Gattei Luis París Alejandro Wainselboim 《Mind, Brain, and Education》2020,14(1):32-50
Electrophysiology studies have identified two event‐related potentials that are modulated by predictive processes during language comprehension: the N400 and a frontal positivity. The N400 is smaller when words are presented within highly restrictive sentences, indicating reduced lexical retrieval costs. Violations of strong predictions generate larger frontal positivities, possibly reflecting inhibitory processes. More skilled comprehenders may exhibit enhanced predictive processing, but this possibility has seldom been investigated with event‐related potentials (ERPs). We analyzed the association between predictability ERP modulations and reading comprehension abilities. Twenty‐four undergraduate students were exposed to strongly and weakly constraining sentences, ending with an expected or unexpected final word. Their comprehension skills were assessed with a cloze task. Better comprehenders showed smaller N400s for expected words, and larger posterior positivities for unexpected endings, in strongly constraining contexts. These effects correlated with reading comprehension scores. The results suggest that better comprehenders take more advantage of predictions to reduce retrieval costs, and allocate more resources to postlexical integration processes. 相似文献
2.
Katherine S. Binder Elizabeth Tighe Yue Jiang Katharine Kaftanski Cynthia Qi Scott P. Ardoin 《Reading and writing》2013,26(5):665-680
The purpose of the current study was to explore the relationship between prosody, which is the expressive quality of reading out loud, and reading comprehension in adults with low literacy skills compared to skilled readers. All participants read a passage orally, and we extracted prosodic measures from the recordings. We examined pitch changes and how long readers paused at various points while reading. Finally, for the adults with low literacy skills, we collected information on decoding, word recognition, and reading comprehension. We found several interesting results. First, adults with low literacy skills paused longer than skilled readers and paused at a substantially greater number of punctuation marks. Second, while adults with low literacy skills do mark the end of declarative sentences with a pitch declination similar to skilled readers, their readings of questions lack a change in pitch. Third, decoding and word recognition skills were related to pauses while reading; readers with lower skills made longer and more frequent and inappropriate pauses. Finally, pausing measures explained a significant amount of variance in reading comprehension among the adults with low literacy skills. 相似文献
3.
两个实验采用自定步速的实验范式,通过操纵动词偏好等信息,考察工作记忆容量的差异对第二语言（英语）句子加工中动词偏好信息利用的影响。实验结果表明,工作记忆的容量在一定程度上影响第二语言学习者动词偏好信息的利用,但是这种影响是有条件的,即影响只出现在句子加工对工作记忆要求相对较低时。 相似文献
4.
Word reading fluency, as indexed by the fast and accurate identification of single words, predicts both general reading ability and reading comprehension. This study compared the effects of context training and isolated word training on subsequent measures of word reading fluency. Good and poor readers were given 12 repetitions of two sets of words; 48 new words were learned in each condition. Words were presented in a story during context training and on a computer screen during isolated word training. Target words were read in isolation at test, randomly displayed within a series containing 72 untrained words. Results show that words trained in isolation are remembered longer and read faster when presented in isolation at test compared to words trained in context. Theoretical implications are discussed in relation to transfer appropriate processing. 相似文献
5.
Sarah Eilers Simon P. Tiffin-Richards Sascha Schroeder 《Scientific Studies of Reading》2013,17(6):509-522
ABSTRACTChildren struggle with the resolution of pronouns during reading, but little is known about the sources of their difficulties. We conducted a longitudinal eye tracking experiment with 70 children in the final years of primary school. The children read sentences with a contextual resolution preference in which gender was either an informative resolution cue for the pronoun or not. We were interested in children’s processing of the pronoun and their resolution preferences, as well as the effects of individual differences of Grade level and reading skill. Children’s resolution ability improved with age, and good readers were more accurate than poor readers. In the eye-tracking measures, we found strong individual differences related to reading skill: Children with good reading skill took more time to read the pronoun region when pronoun gender was informative, suggesting that good readers make better use of the available information at the pronoun than poor readers. 相似文献
6.
Anne K. Rau Kristina Moll Korbinian Moeller Stefan Huber Margaret J. Snowling Karin Landerl 《Scientific Studies of Reading》2016,20(3):203-219
The current study compared eye fixation patterns during word and sentence processing in a consistent and an inconsistent alphabetic orthography. German and English children as well as adults matched on word reading ability read matched sentences while their eye fixation behavior was recorded. Results indicated that German children read in a more small-unit plodder-like style with more diligent first-pass reading and less rereading. In contrast, English children read in a more large-unit explorer-like style with a greater tendency to skip words, and more regressions. It is important that these cross-linguistic processing differences largely persisted in the adult readers. Orthographic consistency thus influences both local word recognition and global sentence processing in developing and skilled readers. 相似文献
7.
Aims
Speed reading is advertised as a way to increase reading speed without any loss in comprehension. However, research on speed reading has indicated that comprehension suffers as reading speed increases. We were specifically interested in how processes of inference generation were affected by speed reading.Methods
We examined how reading speed influenced inference generation in typical readers, trained speed readers and participants trained to skim read passages. Passages either strongly or weakly promoted a bridging or predictive inference. After reading, participants performed a lexical decision task on either a nonword, neutral or inference‐related word.Results
Typical readers responded to strong and weak inference words faster than neutral words. There were no statistical differences in reaction time between inference‐related and neutral words for speed and skim readers.Conclusions
These findings provide no substantive evidence that the appropriate inferences are generated when reading at rapid speeds. Thus, speed reading may be detrimental to normal integrative comprehension processes. 相似文献8.
In the current study, we report two eye movement experiments investigating how Chinese readers process incremental words during reading. These are words where some of the component characters constitute another word (an embedded word). In two experiments, eye movements were monitored while the participants read sentences with incremental words whose first two characters (Experiment 1) or last two characters (Experiment 2) constituted a word (referred to respectively as “head-embedded” and “tail embedded”). Reading times on these words were longer when the frequencies of the embedded words were lower. However, this was only seen on first fixation duration for head-embedded words. These results suggest that embedded words are activated when Chinese readers process incremental words, and that this activation is earlier for a head-embedded word than for a tail-embedded word. These results support a hierarchical model which assumes that the representation for whole word is activated via the representation of its constituent morphemes. 相似文献
9.
The aim of this study was to determine whether 11-year-old children in Singapore, from English Dominant or English Non-Dominant backgrounds, read better orally when words were presented in list or text. The children read words in passage and in list form presented in counterbalanced order. In a study of good, average and poor readers, Nicholson (1991) found that context was of more benefit to poorer readers and to younger readers. With the English Non-Dominant readers in the present study regarded as less proficient readers of English, these children should be expected to show the greatest gains from passage presentations. Error analyses showed that English Non-Dominant readers performed less well in list readings relative to text readings, while the English Dominant readers produced no difference in performance for these conditions. This indicates that readers with less exposure to English relied more on contextual information than the more experienced readers. Thus, Goodman's (1965) idea of enlightened guessing was again questioned in this study for the case of bilingual readers. Additionally, reading miscues were found to vary in type according to whether the same words were being read in list or in context. 相似文献
10.
Three experiments are reported that investigate the cognitive processes underlying contextual and isolated word reading. In Phase 1, undergraduate participants were exposed to 75 target words under three conditions. The participants generated 25 words from definitions, read 25 words in context and read 25 in isolation. In Phase 2, volunteers completed either an explicit recall task (Experiment 1), an implicit word stem completion task (Experiment 2) or both tasks (Experiment 3). Our findings provide converging evidence that contextual and isolated word reading elicit different patterns of cognitive processing. Specifically, Experiments 1–3 demonstrated that words read in context were remembered similarly to words generated from definitions: words from both conditions were recalled more frequently in the surprise memory task and selected less often to complete the word stems in the implicit memory task. The opposite pattern was noted for words read in isolation. Reading in context is discussed in terms of its greater reliance on semantic processing, whereas isolated word reading is discussed in relation to perceptually driven processes. 相似文献
11.
Jolyn Hersch 《Scientific Studies of Reading》2013,17(3):240-262
This research investigated whether spelling ability, an index of precise lexical representations, predicts the balance between bottom-up and top-down processing in online sentence processing among skilled readers, over and above contributions of reading ability, vocabulary, and working memory. The results showed that the combination of superior reading and spelling was associated with more accurate report of rapidly presented sentences and that spelling uniquely predicted reduced reliance on context to identify words. These findings support the lexical quality hypothesis by demonstrating that individual differences in the reading strategies used by skilled readers reflect differences in the precision of their lexical representations. 相似文献
12.
Carol McDonald Connor Ralph Radach Christian Vorstius Stephanie L. Day Leigh McLean Frederick J. Morrison 《Scientific Studies of Reading》2015,19(2):114-134
In this study, we investigated fifth graders’ (n = 52) fall literacy, academic language, and motivation and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task, children read two sentences; the second included either a plausible or implausible word in the context of the first sentence. Stronger readers had shorter reading times overall suggesting faster processing of text. Generally fifth graders reacted to the implausible word (i.e., longer gaze duration on the implausible vs. the plausible word, which reflects lexical access). Students with stronger academic language, compared to those with weaker academic language, generally spent more time rereading the implausible target compared to the plausible target. This difference increased from fall to spring. Results support the centrality of academic language for meaning integration, setting standards of coherence, and utilizing comprehension repair strategies. 相似文献
13.
Whereas many studies point to a positive relationship between phonological skills and reading in English, little is known about these relationships for children learning to read in a morphemic orthography such as Chinese. The aim of this study was to examine the relationships among reading ability, phonological, semantic and syntactic skills in Chinese. The participants were 196 grade 1 to grade 4 Chinese children in Hong Kong. A word recognition task in Chinese was developed and children who scored in the lowest quartile were classified as poor readers. The children were administered phonological tasks (tone and rhyming discrimination), semantic tasks (choosing similar words and sentences meanings), a syntactic task (oral cloze), and a working memory task. The results showed that word recognition was highly correlated with phonological skills and semantic processing, and was only moderately related to syntactic knowledge and working memory. Poor readers showed a significant lag in the development of these skills with the most significant problems at the phonological and semantic levels. Phonological skills are important to the acquisition of reading skills in both Chinese and English. 相似文献
14.
This paper examines the relationship between orthographic depth and reliance upon context for oral reading in English and Hebrew. Research on context effects in English has indicated that the decoding ability of adequate readers is only minimally affected by context. The effect of context may be greater in Hebrew because of its deeper orthography – context may help readers phonologically and semantically disambiguate words whose letters do not provide enough information for grapheme‐to‐phoneme conversion. It is hypothesised that bilingual English‐Hebrew participants would rely more upon context for oral reading of Hebrew than English and that in Hebrew, reading words which are more phonologically ambiguous (high degree of freedom words) would be more affected by context than reading of words which are less phonologically ambiguous (low degree of freedom words). Results support both hypotheses. The findings are consistent with the Orthographic Depth Hypothesis. 相似文献
15.
Adults of varying reading comprehension skill learned a set of previously unknown rare English words (e.g., gloaming) in three different learning conditions in which the type of word knowledge was manipulated. The words were presented in one of three conditions: (1) orthography-to-meaning (no phonology); (2) orthography-to-phonology (no meaning); and (3) phonology-to-meaning (no orthography). Following learning, participants made meaning judgments on the learned words, familiar known words, and unpresented (unlearned) rare words while their ERPs were recorded. The behavioral results showed no significant effects of comprehension skill on meaning judgment performance. Contrastingly, the ERP results indicated comprehension skill differences in P600 amplitude; high-skilled readers showed stronger familiarity effects for learned words, whereas less-skilled readers did not distinguish between learned words, familiar words, and unlearned words. Evidence from the P600 and N400 illustrated superior learning of meaning when meaning information was coupled with orthography rather than phonology. These results suggest that the availability of word knowledge (orthography, phonology, and meaning) at learning affects subsequent word identification processes when the words are encountered in a new context. 相似文献
16.
Salim Abu&#x;Rabia 《Journal of Research in Reading》1997,20(2):137-147
This study was designed to investigate whether Arabic orthography differs from the Latin orthography of English texts regarding context effects among poor and normal readers. Usually, Arabic texts are presented without vowels for normal readers, and with vowels for younger and beginning readers. The Arabic vowels are mostly not alphabetic letters, but strokes above and/or below the letters. The subjects were 60 native Arab eighth graders, 20 poor readers and 40 normal readers of Arabic. Subjects were required to read vowelled and unvowelled words with and without context in Arabic. The results showed that normal as well as poor readers significantly improved their reading accuracy when they read vowelled and unvowelled words in context. Further, normal readers significantly improved their reading of vowelled and unvowelled words in context more than did the poor readers. The findings of this study illustrated the significance of cross-cultural linguistic considerations for the development of comprehensive reading theory. 相似文献
17.
The authors examined whether relevance instructions compensate for differences in verbal ability on measures of reading time, text recall, and sentence recognition. College students (n = 81) with higher and lower verbal ability were assigned randomly to 1 of 2 relevance-instruction conditions before reading a text. They asked participants in each condition to focus on different categories of information within the same text. Relevant information took longer to read and was recalled and recognized better than nonrelevant information. Readers with higher verbal ability read faster and recalled and recognized more information correctly than did those readers with lower verbal ability. Results support the noncompensatory hypothesis, which states that relevance instructions and verbal ability make independent contributions to resource allocation and learning. Readers with lower verbal ability may need additional support even when given prereading relevance instructions. 相似文献
18.
Joseph R. Jenkins Lynn S. Fuchs Paul Van Den Broek Christine Espin Stanley L. Deno 《Learning disabilities research & practice》2003,18(4):237-245
The purpose of this study was to examine (1) the performance levels and the magnitude of performance difference between students with reading disabilities (RD) and skilled readers when reading a typical classroom text; (2) the hypothesis that students with RD have specific difficulty using context in such a way that reading fluency is affected; and (3) whether RD subtypes may be differentiated according to performance on contextual and context‐free reading tasks. Two groups of fourth graders (85 skilled readers and 24 students with RD) completed a standardized test of reading comprehension, read aloud a folktale, and read aloud the folktale's words in a randomly sequenced list. Performance was scored as correct rate and percentage correct. Based on the number of words per idea unit in the passage, we also estimated the rate at which reader groups encountered and processed text ideas. Compared to the RD group, skilled readers read three times more correct words per minute in context, and showed higher accuracy and rates on all measures. Both context and isolated word‐reading rates were highly sensitive to impairment. We found no evidence for RD subtypes based on these measures. Results illustrate differences in reading levels between the two groups, the temporal advantage skilled readers have in linking text ideas, how word reading differs as a function of task format and performance dimension, and how limited word‐identification skills (not comprehension) produce contextual reading difficulties for students with RD. 相似文献
19.
Native skilled, non-native skilled, and non-native non-skilled English readers read English texts and their reading times of words were measured. The results showed that reading times of native skilled readers were independent from the word length, word location, and grammatical word classification compared to non-native readers. Reading times of nouns strongly correlated with reading skill of readers. Although non-native skilled readers comprehended text meanings well, however the pattern of reading time of words was still different from those of native reader. 相似文献
20.
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