Pub Date : 2020-12-17DOI: 10.1080/10888438.2020.1842413
G. Lazzaro, F. Costanzo, C. Varuzza, S. Rossi, Maria Elena De Matteis, S. Vicari, D. Menghini
ABSTRACT Emerging evidence suggests that the combination of transcranial direct current stimulation (tDCS) and reading training may provide promising benefits for dyslexia; however, the clinical effects and the role of individual differences in tDCS outcomes for dyslexia remain unclear. To this end, the present study investigated the effects of tDCS on clinically relevant reading measures and examined factors (i.e. reading at baseline, age, and intelligence quotient [IQ]) that may contribute to improvements following tDCS treatment. Our results showed that, in terms of word reading fluency, the percentage of responders in the active tDCS group was higher than that in the sham tDCS group. Linear mixed effects models showed that the effect of tDCS and reading training tasks on word reading fluency depended on reading at baseline with age and IQ. Thus, the present study provides research-based selection criteria for potential responders to tDCS and encourages tailored intervention based on individual characteristics.
{"title":"Individual Differences Modulate the Effects of tDCS on Reading in Children and Adolescents with Dyslexia","authors":"G. Lazzaro, F. Costanzo, C. Varuzza, S. Rossi, Maria Elena De Matteis, S. Vicari, D. Menghini","doi":"10.1080/10888438.2020.1842413","DOIUrl":"https://doi.org/10.1080/10888438.2020.1842413","url":null,"abstract":"ABSTRACT Emerging evidence suggests that the combination of transcranial direct current stimulation (tDCS) and reading training may provide promising benefits for dyslexia; however, the clinical effects and the role of individual differences in tDCS outcomes for dyslexia remain unclear. To this end, the present study investigated the effects of tDCS on clinically relevant reading measures and examined factors (i.e. reading at baseline, age, and intelligence quotient [IQ]) that may contribute to improvements following tDCS treatment. Our results showed that, in terms of word reading fluency, the percentage of responders in the active tDCS group was higher than that in the sham tDCS group. Linear mixed effects models showed that the effect of tDCS and reading training tasks on word reading fluency depended on reading at baseline with age and IQ. Thus, the present study provides research-based selection criteria for potential responders to tDCS and encourages tailored intervention based on individual characteristics.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"25 1","pages":"470 - 485"},"PeriodicalIF":3.7,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2020.1842413","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46775306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-08DOI: 10.1080/10888438.2020.1850732
M. Kalashnikova, D. Burnham, U. Goswami
ABSTRACT Visual-verbal-paired associate learning (PAL) is strongly related to reading acquisition, possibly indexing a distinct cross-modal mechanism for learning letter-sound associations. We measured linguistic abilities (nonword repetition, vocabulary size) longitudinally at 3.5 and 4.0 years, and visual-verbal PAL and letter knowledge at 4.0 and 4.5 years, in pre-reading children either at family risk for dyslexia (N = 27) or not (N = 25). Only nonword repetition predicted individual differences in later letter-sound knowledge, and PAL did not make a cross-sectional nor a longitudinal contribution. The data show a continuous relationship between linguistic processing abilities and letter-sound learning, with no independent role for PAL.
{"title":"The Role of Paired Associate Learning in Acquiring Letter-Sound Correspondences: A Longitudinal Study of Children at Family Risk for Dyslexia","authors":"M. Kalashnikova, D. Burnham, U. Goswami","doi":"10.1080/10888438.2020.1850732","DOIUrl":"https://doi.org/10.1080/10888438.2020.1850732","url":null,"abstract":"ABSTRACT Visual-verbal-paired associate learning (PAL) is strongly related to reading acquisition, possibly indexing a distinct cross-modal mechanism for learning letter-sound associations. We measured linguistic abilities (nonword repetition, vocabulary size) longitudinally at 3.5 and 4.0 years, and visual-verbal PAL and letter knowledge at 4.0 and 4.5 years, in pre-reading children either at family risk for dyslexia (N = 27) or not (N = 25). Only nonword repetition predicted individual differences in later letter-sound knowledge, and PAL did not make a cross-sectional nor a longitudinal contribution. The data show a continuous relationship between linguistic processing abilities and letter-sound learning, with no independent role for PAL.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"25 1","pages":"504 - 518"},"PeriodicalIF":3.7,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2020.1850732","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48451783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-27DOI: 10.1080/10888438.2023.2174028
Geetanjali Basarkod, H. Marsh, Jiesi Guo, Theresa Dicke, Kate M. Xu, P. Parker
ABSTRACT Purpose Past research shows the Big-Fish-Little-Pond Effect (BFLPE; negative effect of school-average achievement on student-level academic self-concept) to generalize across countries. However, such evidence is largely limited to math and science. Given that reading self-concept is highly differentiated from math and science self-concepts and plays an important role in predicting educational outcomes, it is essential to examine the universality of the BFLPE and its underlying social-comparison process within this domain. Method We assess the cross-national generalizability of the BFLPE for 15-year-olds’ reading self-concept using Programme for International Students Assessment 2018 (533,165 students, 72 countries). To demonstrate that the BFLPE operates with a relative—rather than absolute—frame of reference for comparison, we juxtapose difficulty experienced with reading in general (self-concept perceived difficulty; relative frame of reference), with difficulty experienced with reading specifically during the PISA test (PISA test difficulty; absolute frame of reference). Results Our findings show that the BFLPE for both the reading self-concept perceived competence and difficulty subscales was robust across countries. Further, the BFLPE was strong for self-concept subscales, but very weak for the PISA test difficulty scale. Conclusions Our findings extend support for the generalizability of the BFLPE to reading self-concept and highlight the role of social comparison processes underlying this effect.
{"title":"The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018","authors":"Geetanjali Basarkod, H. Marsh, Jiesi Guo, Theresa Dicke, Kate M. Xu, P. Parker","doi":"10.1080/10888438.2023.2174028","DOIUrl":"https://doi.org/10.1080/10888438.2023.2174028","url":null,"abstract":"ABSTRACT Purpose Past research shows the Big-Fish-Little-Pond Effect (BFLPE; negative effect of school-average achievement on student-level academic self-concept) to generalize across countries. However, such evidence is largely limited to math and science. Given that reading self-concept is highly differentiated from math and science self-concepts and plays an important role in predicting educational outcomes, it is essential to examine the universality of the BFLPE and its underlying social-comparison process within this domain. Method We assess the cross-national generalizability of the BFLPE for 15-year-olds’ reading self-concept using Programme for International Students Assessment 2018 (533,165 students, 72 countries). To demonstrate that the BFLPE operates with a relative—rather than absolute—frame of reference for comparison, we juxtapose difficulty experienced with reading in general (self-concept perceived difficulty; relative frame of reference), with difficulty experienced with reading specifically during the PISA test (PISA test difficulty; absolute frame of reference). Results Our findings show that the BFLPE for both the reading self-concept perceived competence and difficulty subscales was robust across countries. Further, the BFLPE was strong for self-concept subscales, but very weak for the PISA test difficulty scale. Conclusions Our findings extend support for the generalizability of the BFLPE to reading self-concept and highlight the role of social comparison processes underlying this effect.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"375 - 392"},"PeriodicalIF":3.7,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48153050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-11DOI: 10.1080/10888438.2020.1823986
Sixin Liao, Lili Yu, Erik D. Reichle, Jan-Louis Kruger
ABSTRACT This article reports the first eye-movement experiment to examine how the presence versus absence of concurrent video content and presentation speed affect the reading of subtitles. Results indicated that participants adapted their visual routines to examine video content while simultaneously prioritizing the reading of subtitles, especially when the latter was displayed only briefly. Although decisions about when and where to move the eyes largely remained under local (cognitive) control, this control was also modulated by global task demands, suggesting an integration of local and global eye-movement control. The theoretical and pedagogical implications of these findings are discussed, and we also briefly describe a new theoretical framework for understanding all forms of multimodal reading, including the reading of subtitles in video.
{"title":"Using Eye Movements to Study the Reading of Subtitles in Video","authors":"Sixin Liao, Lili Yu, Erik D. Reichle, Jan-Louis Kruger","doi":"10.1080/10888438.2020.1823986","DOIUrl":"https://doi.org/10.1080/10888438.2020.1823986","url":null,"abstract":"ABSTRACT This article reports the first eye-movement experiment to examine how the presence versus absence of concurrent video content and presentation speed affect the reading of subtitles. Results indicated that participants adapted their visual routines to examine video content while simultaneously prioritizing the reading of subtitles, especially when the latter was displayed only briefly. Although decisions about when and where to move the eyes largely remained under local (cognitive) control, this control was also modulated by global task demands, suggesting an integration of local and global eye-movement control. The theoretical and pedagogical implications of these findings are discussed, and we also briefly describe a new theoretical framework for understanding all forms of multimodal reading, including the reading of subtitles in video.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"25 1","pages":"417 - 435"},"PeriodicalIF":3.7,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2020.1823986","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46836981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1080/10888438.2019.1701475
Amy C. Crosson, Pui‐wa Lei, Weiyi Cheng, Margaret G. McKeown
ABSTRACT Given that words from the academic layer of English typically carry bound roots (min in diminish) rather than free-standing base words (small in smaller), there is a need to understand the factors that make bound roots more or less accessible for morphological problem-solving unfamiliar words. We investigated the contributions of learner characteristics and morpheme/word characteristics to the morphological problem-solving skill of 87 language minority learners. Participants analyzed 18 morphologically complex, unfamiliar words on a Morphological Analysis Task. Among learner characteristics, results from multilevel logistic models indicated that only English proficiency predicted difficulty. For root characteristics, semantic opaqueness, phonological shift, and orthographic neighborhood size predicted difficulty as expected. Morphological family size also predicted difficulty, but in unexpected ways, with larger family size predicting greater difficulty. Exploratory analyses suggested that family size may interact with other root characteristics to further influence difficulty. Findings hold implications for models of morphological processing and literacy intervention design.
考虑到来自英语学术层的单词通常带有束缚词根(min in reduce)，而不是独立的基词(small in small)，有必要了解使束缚词根或多或少地被用于解决形态学问题的陌生单词的因素。本文研究了学习者特征和语素/词特征对87名少数民族语言学习者词素问题解决能力的影响。参与者在形态学分析任务中分析了18个形态学复杂、不熟悉的单词。在学习者特征中，多层逻辑模型的结果显示，只有英语熟练程度可以预测难度。对于词根特征，语义不透明，音位移位和正字法邻域大小预测了预期的难度。形态学家族的大小也能预测难度，但以意想不到的方式，更大的家族规模预测更大的难度。探索性分析表明，家庭规模可能与其他根特征相互作用，进一步影响难度。研究结果对形态学处理模型和识字干预设计具有启示意义。
{"title":"The Curious Role of Morphological Family Size in Language Minority Learners’ Problem Solving of Unfamiliar Words","authors":"Amy C. Crosson, Pui‐wa Lei, Weiyi Cheng, Margaret G. McKeown","doi":"10.1080/10888438.2019.1701475","DOIUrl":"https://doi.org/10.1080/10888438.2019.1701475","url":null,"abstract":"ABSTRACT Given that words from the academic layer of English typically carry bound roots (min in diminish) rather than free-standing base words (small in smaller), there is a need to understand the factors that make bound roots more or less accessible for morphological problem-solving unfamiliar words. We investigated the contributions of learner characteristics and morpheme/word characteristics to the morphological problem-solving skill of 87 language minority learners. Participants analyzed 18 morphologically complex, unfamiliar words on a Morphological Analysis Task. Among learner characteristics, results from multilevel logistic models indicated that only English proficiency predicted difficulty. For root characteristics, semantic opaqueness, phonological shift, and orthographic neighborhood size predicted difficulty as expected. Morphological family size also predicted difficulty, but in unexpected ways, with larger family size predicting greater difficulty. Exploratory analyses suggested that family size may interact with other root characteristics to further influence difficulty. Findings hold implications for models of morphological processing and literacy intervention design.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"24 1","pages":"445 - 461"},"PeriodicalIF":3.7,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2019.1701475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42380752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-15DOI: 10.1080/10888438.2020.1817027
Marie-France Côté, R. Savage, Y. Petscher
ABSTRACT This study explored the impact of a supplemental reading intervention delivered in English in Grade 1 on the performance of at-risk children educated in French Immersion schools. The intervention contrasted “Direct Mapping and Set-for-Variability” with a “Common and Best Practices” taught control condition in a matched quasi-experimental design. To test claims of cross-linguistic transfer, measures of English and French word reading were administered before and after intervention. Hierarchical linear modeling analyses confirmed that children in the intervention condition showed improved performance at posttest on measures of English and French regular, exception, and pseudoword reading compared to the control condition. Intervention-specific cross language effects on French word and pseudoword reading shown here provide partial support for causal models of transfer in bilingual reading development.
{"title":"Cross Linguistic Transfer of Literacy Skills between English and French among Grade 1 Students Attending French Immersion Programs","authors":"Marie-France Côté, R. Savage, Y. Petscher","doi":"10.1080/10888438.2020.1817027","DOIUrl":"https://doi.org/10.1080/10888438.2020.1817027","url":null,"abstract":"ABSTRACT This study explored the impact of a supplemental reading intervention delivered in English in Grade 1 on the performance of at-risk children educated in French Immersion schools. The intervention contrasted “Direct Mapping and Set-for-Variability” with a “Common and Best Practices” taught control condition in a matched quasi-experimental design. To test claims of cross-linguistic transfer, measures of English and French word reading were administered before and after intervention. Hierarchical linear modeling analyses confirmed that children in the intervention condition showed improved performance at posttest on measures of English and French regular, exception, and pseudoword reading compared to the control condition. Intervention-specific cross language effects on French word and pseudoword reading shown here provide partial support for causal models of transfer in bilingual reading development.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"25 1","pages":"383 - 396"},"PeriodicalIF":3.7,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2020.1817027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48472584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-12DOI: 10.1080/10888438.2020.1817028
S. Andrews, Aaron Veldre
ABSTRACT This study used wrap-up effects on eye movements to assess the relationship between online reading behavior and comprehension. Participants, assessed on measures of reading, vocabulary, and spelling, read short passages that manipulated whether a syntactic boundary was unmarked by punctuation, weakly marked by a comma, or strongly marked by a period. Comprehension demands were manipulated by presenting questions after either 25% or 100% of passages. Wrap-up effects at punctuation boundaries manifested principally in rereading of earlier text and were more marked in lower proficiency readers. High comprehension load was associated with longer total reading time but had little impact on wrap-up effects. The relationship between eye movements and comprehension accuracy suggested that poor comprehension was associated with a shallower reading strategy under low comprehension demands. The implications of these findings for understanding how the processes involved in self-regulating comprehension are modulated by reading proficiency and comprehension goals are discussed.
{"title":"Wrapping up Sentence Comprehension: The Role of Task Demands and Individual Differences","authors":"S. Andrews, Aaron Veldre","doi":"10.1080/10888438.2020.1817028","DOIUrl":"https://doi.org/10.1080/10888438.2020.1817028","url":null,"abstract":"ABSTRACT This study used wrap-up effects on eye movements to assess the relationship between online reading behavior and comprehension. Participants, assessed on measures of reading, vocabulary, and spelling, read short passages that manipulated whether a syntactic boundary was unmarked by punctuation, weakly marked by a comma, or strongly marked by a period. Comprehension demands were manipulated by presenting questions after either 25% or 100% of passages. Wrap-up effects at punctuation boundaries manifested principally in rereading of earlier text and were more marked in lower proficiency readers. High comprehension load was associated with longer total reading time but had little impact on wrap-up effects. The relationship between eye movements and comprehension accuracy suggested that poor comprehension was associated with a shallower reading strategy under low comprehension demands. The implications of these findings for understanding how the processes involved in self-regulating comprehension are modulated by reading proficiency and comprehension goals are discussed.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"25 1","pages":"123 - 140"},"PeriodicalIF":3.7,"publicationDate":"2020-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2020.1817028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48443549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-04DOI: 10.1080/10888438.2020.1781863
Luan Li, E. Marinus, A. Castles, Miao-Ling Hsieh, Hua-Chen Wang
ABSTRACT In this study, we investigated if children build a print-to-meaning connection via the semantic radical – a mechanism we call semantic decoding – and its interaction with phonological decoding in orthographic learning of Chinese compound characters. Ninety-two Grade 4 children were taught the pronunciations and meanings of 16 pseudocharacters and were then exposed to their written forms in short stories. Half of the characters contained semantic radicals related to the taught meaning; the other half were unrelated. Half of the children learned the pseudocharacters’ regular pronunciations; the other half learned the irregular pronunciations. There was better orthographic learning of regular than irregular pseudocharacters across measures of spelling and orthographic choice. However, the effect of semantic decoding was not as unequivocal. The findings indicate that in Chinese, decoding via phonetic radicals underpins orthographic learning. Whereas, the effect of semantic decoding might depend more on the linguistic features of the radicals and the learning environments.
{"title":"Semantic and Phonological Decoding in Children’s Orthographic Learning in Chinese","authors":"Luan Li, E. Marinus, A. Castles, Miao-Ling Hsieh, Hua-Chen Wang","doi":"10.1080/10888438.2020.1781863","DOIUrl":"https://doi.org/10.1080/10888438.2020.1781863","url":null,"abstract":"ABSTRACT In this study, we investigated if children build a print-to-meaning connection via the semantic radical – a mechanism we call semantic decoding – and its interaction with phonological decoding in orthographic learning of Chinese compound characters. Ninety-two Grade 4 children were taught the pronunciations and meanings of 16 pseudocharacters and were then exposed to their written forms in short stories. Half of the characters contained semantic radicals related to the taught meaning; the other half were unrelated. Half of the children learned the pseudocharacters’ regular pronunciations; the other half learned the irregular pronunciations. There was better orthographic learning of regular than irregular pseudocharacters across measures of spelling and orthographic choice. However, the effect of semantic decoding was not as unequivocal. The findings indicate that in Chinese, decoding via phonetic radicals underpins orthographic learning. Whereas, the effect of semantic decoding might depend more on the linguistic features of the radicals and the learning environments.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"25 1","pages":"319 - 334"},"PeriodicalIF":3.7,"publicationDate":"2020-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2020.1781863","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44355370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-02DOI: 10.1080/10888438.2019.1689570
Manuel Perea, María Fernández-López, Ana Marcet
ABSTRACT Most orthographies contain both accented and non-accented vowels. But are they processed as variants of the same letter unit or as separate abstract units? Recent research in French has revealed that accented vowels seem to be processed as separate units. Here we examined whether this phenomenon is universal or language-specific. We chose Spanish because, unlike French, accented and non-accented vowels only convey stress information. We conducted a masked priming alphabetic decision experiment and a masked priming lexical decision experiment, each with three priming conditions (identity, visually similar, visually dissimilar). Results showed an advantage of the visually similar over the visually dissimilar condition. Furthermore, for non-accented primes, the visually similar condition was as effective as the identity condition. Thus, these findings suggest that: 1) accented and non-accented vowels share their abstract letter representations in Spanish; and 2) the nature of orthographic representations is molded by the characteristics of each language.
{"title":"What is the letter é?","authors":"Manuel Perea, María Fernández-López, Ana Marcet","doi":"10.1080/10888438.2019.1689570","DOIUrl":"https://doi.org/10.1080/10888438.2019.1689570","url":null,"abstract":"ABSTRACT Most orthographies contain both accented and non-accented vowels. But are they processed as variants of the same letter unit or as separate abstract units? Recent research in French has revealed that accented vowels seem to be processed as separate units. Here we examined whether this phenomenon is universal or language-specific. We chose Spanish because, unlike French, accented and non-accented vowels only convey stress information. We conducted a masked priming alphabetic decision experiment and a masked priming lexical decision experiment, each with three priming conditions (identity, visually similar, visually dissimilar). Results showed an advantage of the visually similar over the visually dissimilar condition. Furthermore, for non-accented primes, the visually similar condition was as effective as the identity condition. Thus, these findings suggest that: 1) accented and non-accented vowels share their abstract letter representations in Spanish; and 2) the nature of orthographic representations is molded by the characteristics of each language.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"24 1","pages":"434 - 443"},"PeriodicalIF":3.7,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2019.1689570","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49354141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-02DOI: 10.1080/10888438.2019.1696347
Zuowei Wang, J. Sabatini, T. O’Reilly
ABSTRACT We compare poor-performing and normal-performing decoders’ processing times on real words, pseudo-homophones, and nonwords (Study 1), and evaluate how a processing time difference is associated with rates of decoding development (Study 2). Over 800 sixth and seventh graders took an online reading component battery, which included a decoding test, four times in three consecutive years. Study 1 indicates that poor decoders were generally slower than their peers in processing real words and pseudo-homophones, but they spent shorter time than their peers when decoding nonwords that were novel to them, resulting in a significant interaction. In Study 2, longitudinal modeling reveals that the time students spent decoding novel words positively predicted decoding development. These results are consistent with the hypothesis that poor decoders may be trapped in a vicious cycle: poor decoding skill combined with less time spent attempting to decode novel words interferes with decoding development.
{"title":"When Slower is Faster: Time Spent Decoding Novel Words Predicts Better Decoding and Faster Growth","authors":"Zuowei Wang, J. Sabatini, T. O’Reilly","doi":"10.1080/10888438.2019.1696347","DOIUrl":"https://doi.org/10.1080/10888438.2019.1696347","url":null,"abstract":"ABSTRACT We compare poor-performing and normal-performing decoders’ processing times on real words, pseudo-homophones, and nonwords (Study 1), and evaluate how a processing time difference is associated with rates of decoding development (Study 2). Over 800 sixth and seventh graders took an online reading component battery, which included a decoding test, four times in three consecutive years. Study 1 indicates that poor decoders were generally slower than their peers in processing real words and pseudo-homophones, but they spent shorter time than their peers when decoding nonwords that were novel to them, resulting in a significant interaction. In Study 2, longitudinal modeling reveals that the time students spent decoding novel words positively predicted decoding development. These results are consistent with the hypothesis that poor decoders may be trapped in a vicious cycle: poor decoding skill combined with less time spent attempting to decode novel words interferes with decoding development.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"24 1","pages":"397 - 410"},"PeriodicalIF":3.7,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2019.1696347","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59645979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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