Pub Date : 2022-04-25DOI: 10.1080/10888438.2022.2058399
Selçuk Güven, N. Friedmann
ABSTRACT Purpose We report here, for the first time, on developmental surface dyslexia in Turkish, a very transparent orthography. Surface dyslexia is a deficit in the lexical route, which forces the reader to read words via the sublexical route, leading to regularization errors. Methods To detect surface dyslexia, we used reading aloud of loanwords with irregular conversion of vowel length or consonant allophone, and analysed regularization errors. We also tested the properties of this dyslexia using lexical decision on pseudohomophones, repetition and reading of nonwords, and analyses of reading of different types of words. The children with surface dyslexia were identified out of 175 9–10-year-olds who were tested using a reading aloud screening task and tasks that were designed to detect sublexical (rather than lexical) reading of existing words. Results We identified 45 fourth-graders with surface dyslexia. Reading speed was less sensitive to surface dyslexia than regularization errors, as only one-third of the children we diagnosed with surface dyslexia according to their reading errors also showed slower reading than controls. A task of lexical decision of pseudohomophones indicated that 31 of the participants had impairment in the orthographic input lexicon, whereas for 14 others the orthographic input lexicon was intact and the deficit is probably at a later stage in the lexical route – the phonological output lexicon or the connection between the lexica. Nonword reading was intact for the majority of surface dyslexia participants (35 of the 45). None of the surface dyslexia participants showed phonological deficits. Conclusions Surface dyslexia can be identified even in transparent orthographies once the relevant stimuli and error analyses are used.
{"title":"Even in predictable orthographies: Surface dyslexia in Turkish","authors":"Selçuk Güven, N. Friedmann","doi":"10.1080/10888438.2022.2058399","DOIUrl":"https://doi.org/10.1080/10888438.2022.2058399","url":null,"abstract":"ABSTRACT Purpose We report here, for the first time, on developmental surface dyslexia in Turkish, a very transparent orthography. Surface dyslexia is a deficit in the lexical route, which forces the reader to read words via the sublexical route, leading to regularization errors. Methods To detect surface dyslexia, we used reading aloud of loanwords with irregular conversion of vowel length or consonant allophone, and analysed regularization errors. We also tested the properties of this dyslexia using lexical decision on pseudohomophones, repetition and reading of nonwords, and analyses of reading of different types of words. The children with surface dyslexia were identified out of 175 9–10-year-olds who were tested using a reading aloud screening task and tasks that were designed to detect sublexical (rather than lexical) reading of existing words. Results We identified 45 fourth-graders with surface dyslexia. Reading speed was less sensitive to surface dyslexia than regularization errors, as only one-third of the children we diagnosed with surface dyslexia according to their reading errors also showed slower reading than controls. A task of lexical decision of pseudohomophones indicated that 31 of the participants had impairment in the orthographic input lexicon, whereas for 14 others the orthographic input lexicon was intact and the deficit is probably at a later stage in the lexical route – the phonological output lexicon or the connection between the lexica. Nonword reading was intact for the majority of surface dyslexia participants (35 of the 45). None of the surface dyslexia participants showed phonological deficits. Conclusions Surface dyslexia can be identified even in transparent orthographies once the relevant stimuli and error analyses are used.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"489 - 513"},"PeriodicalIF":3.7,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48286014","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 : 2022-03-16DOI: 10.1080/10888438.2022.2052884
Julie Lassault, L. Sprenger-Charolles, Jean-Patrice Albrand, Edouard Alavoine, U. Richardson, H. Lyytinen, J. Ziegler
ABSTRACT Purpose This study was designed to assess the efficiency of a French version of GraphoGame (GG) against an equally engaging math intervention (Fiete Math, FM) in a large school sample of children from socioeconomically disadvantaged neighborhoods in grade 1 (N = 921). Method The intervention was implemented in two different cohorts who used GG or FM for about four months four times a week for 30 minutes. Gains in reading and mathematics were assessed before and after intervention. Given the nested nature of the data, results were analyzed using hierarchical linear mixed effect models with intervention and initial pretest level as fixed effects and individuals and classes as random effects. Results We found positive intervention effects of GG on phoneme awareness (effect size, ES = 0.23), orthographic choice (ES = 0.27) and word reading fluency (ES = 0.18). FM had a significant effect on math achievement (ES = 0.28) but not number comparison. Correlations between intervention gains and game variables (overall accuracy, number of levels played) suggest that the effects of GG were specific. Conclusions Positive effects for focused digital reading and math interventions were found in a large school sample of children from socially disadvantaged neighborhoods.
{"title":"Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School","authors":"Julie Lassault, L. Sprenger-Charolles, Jean-Patrice Albrand, Edouard Alavoine, U. Richardson, H. Lyytinen, J. Ziegler","doi":"10.1080/10888438.2022.2052884","DOIUrl":"https://doi.org/10.1080/10888438.2022.2052884","url":null,"abstract":"ABSTRACT Purpose This study was designed to assess the efficiency of a French version of GraphoGame (GG) against an equally engaging math intervention (Fiete Math, FM) in a large school sample of children from socioeconomically disadvantaged neighborhoods in grade 1 (N = 921). Method The intervention was implemented in two different cohorts who used GG or FM for about four months four times a week for 30 minutes. Gains in reading and mathematics were assessed before and after intervention. Given the nested nature of the data, results were analyzed using hierarchical linear mixed effect models with intervention and initial pretest level as fixed effects and individuals and classes as random effects. Results We found positive intervention effects of GG on phoneme awareness (effect size, ES = 0.23), orthographic choice (ES = 0.27) and word reading fluency (ES = 0.18). FM had a significant effect on math achievement (ES = 0.28) but not number comparison. Correlations between intervention gains and game variables (overall accuracy, number of levels played) suggest that the effects of GG were specific. Conclusions Positive effects for focused digital reading and math interventions were found in a large school sample of children from socially disadvantaged neighborhoods.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"449 - 468"},"PeriodicalIF":3.7,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46044148","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 : 2022-03-04DOI: 10.1080/10888438.2021.2021207
L. Verhoeven, K. Landerl
Recent research has brought about important theoretical issues that are relevant to the study of reading and its development. To begin with, there is evidence that both universal and particular principles underly reading processes, processes of learning to read and its precursors. There is also evidence for variability in reading and spelling of words and that this variability may be associated with variation in relevant precursor measures and in general principles of learning like statistical learning, linguistic characteristics like processing of prosodic information, and genetic principles. The research that has established these observations has focused mainly on alphabetic orthographies, particularly English. However, there have been suggestions from studies in other languages that learning to read may differ across languages and writing systems. We think that now the time is right to bring together this expertise in this special issue, presenting a collection of reviews on recent research on learning to read across languages and writing systems, with a special focus on cross-language and cross-writing system perspectives.
{"title":"Introduction to this Special Issue on Reading and its Development across Orthographies: State of the Science","authors":"L. Verhoeven, K. Landerl","doi":"10.1080/10888438.2021.2021207","DOIUrl":"https://doi.org/10.1080/10888438.2021.2021207","url":null,"abstract":"Recent research has brought about important theoretical issues that are relevant to the study of reading and its development. To begin with, there is evidence that both universal and particular principles underly reading processes, processes of learning to read and its precursors. There is also evidence for variability in reading and spelling of words and that this variability may be associated with variation in relevant precursor measures and in general principles of learning like statistical learning, linguistic characteristics like processing of prosodic information, and genetic principles. The research that has established these observations has focused mainly on alphabetic orthographies, particularly English. However, there have been suggestions from studies in other languages that learning to read may differ across languages and writing systems. We think that now the time is right to bring together this expertise in this special issue, presenting a collection of reviews on recent research on learning to read across languages and writing systems, with a special focus on cross-language and cross-writing system perspectives.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"91 - 95"},"PeriodicalIF":3.7,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42944472","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 : 2022-03-02DOI: 10.1080/10888438.2022.2047691
Vassilios Papadimitriou, V. Argyropoulos
ABSTRACT Purpose The main objective of the present study was to examine the effect of word length, word frequency and number of syllables on graphemic errors during a text-reading task via the braille code. Method Thirty students with severe visual impairments participated in the present study. They were invited individually to read aloud a number of texts via the braille code for forty-five minutes beginning from the text that corresponded to their equivalent reading level. Results A binary logistic regression analysis revealed a word length effect on long words but not on short or medium words indicating that despite the gradual insertion of the braille characters, the braille readers were able to efficiently process large perceptual units. Moreover, braille readers produced three times more graphemic errors in the second half of the long words compared to the first half, while the students who attended secondary education performed more graphemic errors when they read short words compared to students enrolled in primary education. Conclusion The presence of the word length effect only on long words indicates that text reading via the braille code is mostly, but not exclusively, in parallel.
{"title":"The Word Length Effect on Text Reading Via the Braille Code","authors":"Vassilios Papadimitriou, V. Argyropoulos","doi":"10.1080/10888438.2022.2047691","DOIUrl":"https://doi.org/10.1080/10888438.2022.2047691","url":null,"abstract":"ABSTRACT Purpose The main objective of the present study was to examine the effect of word length, word frequency and number of syllables on graphemic errors during a text-reading task via the braille code. Method Thirty students with severe visual impairments participated in the present study. They were invited individually to read aloud a number of texts via the braille code for forty-five minutes beginning from the text that corresponded to their equivalent reading level. Results A binary logistic regression analysis revealed a word length effect on long words but not on short or medium words indicating that despite the gradual insertion of the braille characters, the braille readers were able to efficiently process large perceptual units. Moreover, braille readers produced three times more graphemic errors in the second half of the long words compared to the first half, while the students who attended secondary education performed more graphemic errors when they read short words compared to students enrolled in primary education. Conclusion The presence of the word length effect only on long words indicates that text reading via the braille code is mostly, but not exclusively, in parallel.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"432 - 447"},"PeriodicalIF":3.7,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48672189","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 : 2022-01-31DOI: 10.1080/10888438.2022.2033244
E. Grigorenko
ABSTRACT This mini-review attempts to provide a capsule overview of the role of genetic factors in reading and its development across languages and writing systems. The review is conceived and executed with a scoping review approach, synthesizing the methods employed in the existing research rather than producing a summary of evidence to answer a discrete research question. Specifically, major research approaches in the field of quantitative- and molecular-genetic studies of (a)typical reading development are briefly reviewed and interpreted. Current frontiers of the field are described and places where evidence is insufficient to generate explicit statements about indisputable findings are highlighted. Overall, the resulting vector of the review points to the necessity of the relevant empirical work. Based on the available data at this point, it is impossible to comment authoritatively on the role of languages and writing systems as specifiers or modifiers of the genetic machinery underlying the development of reading skills, as a critical mass of relevant research does not currently exist. More relevant studies are needed to provide evidence-based conclusions about this role.
{"title":"The Role of Genetic Factors in Reading and its Development Across Languages and Writing Systems","authors":"E. Grigorenko","doi":"10.1080/10888438.2022.2033244","DOIUrl":"https://doi.org/10.1080/10888438.2022.2033244","url":null,"abstract":"ABSTRACT This mini-review attempts to provide a capsule overview of the role of genetic factors in reading and its development across languages and writing systems. The review is conceived and executed with a scoping review approach, synthesizing the methods employed in the existing research rather than producing a summary of evidence to answer a discrete research question. Specifically, major research approaches in the field of quantitative- and molecular-genetic studies of (a)typical reading development are briefly reviewed and interpreted. Current frontiers of the field are described and places where evidence is insufficient to generate explicit statements about indisputable findings are highlighted. Overall, the resulting vector of the review points to the necessity of the relevant empirical work. Based on the available data at this point, it is impossible to comment authoritatively on the role of languages and writing systems as specifiers or modifiers of the genetic machinery underlying the development of reading skills, as a critical mass of relevant research does not currently exist. More relevant studies are needed to provide evidence-based conclusions about this role.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"96 - 110"},"PeriodicalIF":3.7,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43843913","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 : 2022-01-30DOI: 10.1080/10888438.2021.2021206
B. Juhasz
ABSTRACT During reading, high-frequency words consistently receive shorter fixation durations relative to low-frequency words. However, how frequently a given word is experienced can vary across an individual’s education. In the current study, the effects of both childhood and college-level word frequency on fixation durations were examined to assess the relative role of early childhood and recent frequency of occurrence on word identification during reading. Eye movements were recorded as 40 college students read neutral sentences containing 96 target words. The words varied on childhood and college-level frequency. Length of the sentences and pre-target and post-target characteristics were controlled across the four frequency conditions. Data were analyzed via linear mixed models fit to log-transformed fixation duration measures. Three fixation duration measures were examined to explore the time course of processing. Clear effects of college-level frequency were observed on fixation durations on the target words. The frequency with which a word is recently experienced during college affects word identification time in context. This suggests that the effect of word frequency on fixation durations during sentence reading is experience dependent and further supports the need for eye movement experiments to employ age-appropriate recent frequency estimates.
{"title":"Using Eye Movements to Investigate the Impact of Childhood and Recent Frequency of Occurrence on Word Identification During Reading in College","authors":"B. Juhasz","doi":"10.1080/10888438.2021.2021206","DOIUrl":"https://doi.org/10.1080/10888438.2021.2021206","url":null,"abstract":"ABSTRACT During reading, high-frequency words consistently receive shorter fixation durations relative to low-frequency words. However, how frequently a given word is experienced can vary across an individual’s education. In the current study, the effects of both childhood and college-level word frequency on fixation durations were examined to assess the relative role of early childhood and recent frequency of occurrence on word identification during reading. Eye movements were recorded as 40 college students read neutral sentences containing 96 target words. The words varied on childhood and college-level frequency. Length of the sentences and pre-target and post-target characteristics were controlled across the four frequency conditions. Data were analyzed via linear mixed models fit to log-transformed fixation duration measures. Three fixation duration measures were examined to explore the time course of processing. Clear effects of college-level frequency were observed on fixation durations on the target words. The frequency with which a word is recently experienced during college affects word identification time in context. This suggests that the effect of word frequency on fixation durations during sentence reading is experience dependent and further supports the need for eye movement experiments to employ age-appropriate recent frequency estimates.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"409 - 416"},"PeriodicalIF":3.7,"publicationDate":"2022-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45802647","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 : 2022-01-30DOI: 10.1080/10888438.2022.2030744
Lyndall Murray, Signy Wegener, Hua-Chen Wang, R. Parrila, A. Castles
ABSTRACT Children may link words in their oral vocabulary with novel printed word forms through a process termed mispronunciation correction, which enables them to adjust an imperfect phonological decoding. Additional evidence suggests that sentence context may play a role in helping children to make link between a word in oral vocabulary and its irregular written form. Four groups of children were orally trained on a set of novel words but received no training on a second set. Half the trained words were designated irregular spellings and half regular spellings. Children later read the words in contextually supportive or neutral sentences while their eye movements were monitored. Fixations on untrained words were longer than on trained regular words but were similar to trained irregular words. Fixations on regular words were shorter than on irregular words, and there were larger differences between irregular and regular words viewed in contextually supportive sentences. Subsequently, children were able to read irregular words more accurately when they had previously appeared in a supportive context. These results suggest that orally known irregular words undergo additional processing when first viewed in text, which is consistent with the online operation of a mispronunciation correction mechanism.
{"title":"Children Processing Novel Irregular and Regular Words During Reading: An Eye Tracking Study","authors":"Lyndall Murray, Signy Wegener, Hua-Chen Wang, R. Parrila, A. Castles","doi":"10.1080/10888438.2022.2030744","DOIUrl":"https://doi.org/10.1080/10888438.2022.2030744","url":null,"abstract":"ABSTRACT Children may link words in their oral vocabulary with novel printed word forms through a process termed mispronunciation correction, which enables them to adjust an imperfect phonological decoding. Additional evidence suggests that sentence context may play a role in helping children to make link between a word in oral vocabulary and its irregular written form. Four groups of children were orally trained on a set of novel words but received no training on a second set. Half the trained words were designated irregular spellings and half regular spellings. Children later read the words in contextually supportive or neutral sentences while their eye movements were monitored. Fixations on untrained words were longer than on trained regular words but were similar to trained irregular words. Fixations on regular words were shorter than on irregular words, and there were larger differences between irregular and regular words viewed in contextually supportive sentences. Subsequently, children were able to read irregular words more accurately when they had previously appeared in a supportive context. These results suggest that orally known irregular words undergo additional processing when first viewed in text, which is consistent with the online operation of a mispronunciation correction mechanism.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"417 - 431"},"PeriodicalIF":3.7,"publicationDate":"2022-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46173050","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 : 2022-01-22DOI: 10.1080/10888438.2021.2016769
S. Tibi, Ashley A. Edwards, Y. Kim, C. Schatschneider, S. Boudelaa
ABSTRACT Studies have suggested that multiple features influence letter knowledge across different orthographies. Arabic offers a unique opportunity to investigate the relations of letter properties on letter knowledge, but research on Arabic letter knowledge is scarce. This study was designed to investigate (a) letter frequency, (b) letter sequence, (c) visual similarity, (d) developmental stage of the phonemes of the letters, and (e) diglossia as possible factors that contribute to Arabic letter knowledge. A total of 142 (Mean age = 67 months) native Arabic-speaking monolingual kindergartners were administered a letter knowledge task. Data were analyzed using Cross-Classified Generalized Random-Effects analysis, which allows partitioning of variance into that due to persons and due to letters to provide a more unbiased estimate of item-level variance. Results showed that letter frequency, late developing sounds, and diglossia were statistically significant when each was entered separately in a model whereas visual similarity and letter sequence were not. However, when all letter features were entered simultaneously, letter frequency was the only feature that contributed significantly to the prediction of Arabic letter knowledge. The present study underscores the important role of letter frequency in Arabic letter knowledge. Implications for assessment and instruction are discussed.
{"title":"The Contributions of Letter Features to Arabic Letter Knowledge for Arabic-Speaking Kindergartners","authors":"S. Tibi, Ashley A. Edwards, Y. Kim, C. Schatschneider, S. Boudelaa","doi":"10.1080/10888438.2021.2016769","DOIUrl":"https://doi.org/10.1080/10888438.2021.2016769","url":null,"abstract":"ABSTRACT Studies have suggested that multiple features influence letter knowledge across different orthographies. Arabic offers a unique opportunity to investigate the relations of letter properties on letter knowledge, but research on Arabic letter knowledge is scarce. This study was designed to investigate (a) letter frequency, (b) letter sequence, (c) visual similarity, (d) developmental stage of the phonemes of the letters, and (e) diglossia as possible factors that contribute to Arabic letter knowledge. A total of 142 (Mean age = 67 months) native Arabic-speaking monolingual kindergartners were administered a letter knowledge task. Data were analyzed using Cross-Classified Generalized Random-Effects analysis, which allows partitioning of variance into that due to persons and due to letters to provide a more unbiased estimate of item-level variance. Results showed that letter frequency, late developing sounds, and diglossia were statistically significant when each was entered separately in a model whereas visual similarity and letter sequence were not. However, when all letter features were entered simultaneously, letter frequency was the only feature that contributed significantly to the prediction of Arabic letter knowledge. The present study underscores the important role of letter frequency in Arabic letter knowledge. Implications for assessment and instruction are discussed.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"357 - 372"},"PeriodicalIF":3.7,"publicationDate":"2022-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46695138","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 : 2022-01-04DOI: 10.1080/10888438.2021.2020795
I. Monster, A. Tellings, W. Burk, J. Keuning, E. Segers, L. Verhoeven
ABSTRACT We examined whether word recognition accuracy and latency of words children encounter during primary school across the upper primary school grades can be predicted from word form (word length, mean Levenshtein distance, and mean frequency of neighbors), word meaning (free association network markers) and word exposure (corpus frequency and contextual diversity). As a measure of word recognition, 1454 children (M = 10.1 years, SD = 11.8 months, 52.4% girls) in grade 3, 4 and 5 of Dutch regular primary schools completed a lexical decision task. Confirmatory factor analyses showed that word characteristics could be reduced to latent constructs of form, meaning, and exposure. Structural equation models indicated that word form and exposure predicted word recognition accuracy, and that word recognition accuracy, word form, and word meaning predicted word recognition latency. The present study provided empirical evidence that word form, word meaning, and word exposure differentially predict word recognition accuracy and latency of words children encounter during primary school across the upper primary grades.
{"title":"Word Properties Predicting Children’s Word Recognition","authors":"I. Monster, A. Tellings, W. Burk, J. Keuning, E. Segers, L. Verhoeven","doi":"10.1080/10888438.2021.2020795","DOIUrl":"https://doi.org/10.1080/10888438.2021.2020795","url":null,"abstract":"ABSTRACT We examined whether word recognition accuracy and latency of words children encounter during primary school across the upper primary school grades can be predicted from word form (word length, mean Levenshtein distance, and mean frequency of neighbors), word meaning (free association network markers) and word exposure (corpus frequency and contextual diversity). As a measure of word recognition, 1454 children (M = 10.1 years, SD = 11.8 months, 52.4% girls) in grade 3, 4 and 5 of Dutch regular primary schools completed a lexical decision task. Confirmatory factor analyses showed that word characteristics could be reduced to latent constructs of form, meaning, and exposure. Structural equation models indicated that word form and exposure predicted word recognition accuracy, and that word recognition accuracy, word form, and word meaning predicted word recognition latency. The present study provided empirical evidence that word form, word meaning, and word exposure differentially predict word recognition accuracy and latency of words children encounter during primary school across the upper primary grades.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"373 - 389"},"PeriodicalIF":3.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45249524","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 : 2021-12-22DOI: 10.1080/10888438.2021.2020796
Panpan Yao, Reem Alkhammash, Xingshan Li
ABSTRACT We aimed to tackle the question about the time course of plausibility effect in on-line processing of Chinese nouns in temporarily ambiguous structures, and whether L2ers can immediately use the plausibility information generated from classifier-noun associations in analyzing ambiguous structures. Two eye-tracking experiments were conducted to explore how native Chinese speakers (Experiment 1) and high-proficiency Dutch-Chinese learners (Experiment 2) on-line process 4-character novel noun-noun combinations in Chinese. In each pair of nominal phrases (Numeral+Classifier+Noun1+Noun2), the plausibility of Classifier-Noun1 varied (plausible vs. implausible) while the whole nominal phrases were always plausible. Results showed that the plausibility of Classifier-Noun1 associations had an immediate effect on Noun1, and a reversed effect on Noun2 for both groups of participants. These findings indicated that plausibility plays an immediate role in incremental semantic integration during on-line processing of Chinese. Similar to native Chinese speakers, high-proficiency L2ers can also use the plausibility information of classifier-noun associations in syntactic reanalysis.
{"title":"Plausibility and Syntactic Reanalysis in Processing Novel Noun-noun Combinations During Chinese Reading: Evidence From Native and Non-native Speakers","authors":"Panpan Yao, Reem Alkhammash, Xingshan Li","doi":"10.1080/10888438.2021.2020796","DOIUrl":"https://doi.org/10.1080/10888438.2021.2020796","url":null,"abstract":"ABSTRACT We aimed to tackle the question about the time course of plausibility effect in on-line processing of Chinese nouns in temporarily ambiguous structures, and whether L2ers can immediately use the plausibility information generated from classifier-noun associations in analyzing ambiguous structures. Two eye-tracking experiments were conducted to explore how native Chinese speakers (Experiment 1) and high-proficiency Dutch-Chinese learners (Experiment 2) on-line process 4-character novel noun-noun combinations in Chinese. In each pair of nominal phrases (Numeral+Classifier+Noun1+Noun2), the plausibility of Classifier-Noun1 varied (plausible vs. implausible) while the whole nominal phrases were always plausible. Results showed that the plausibility of Classifier-Noun1 associations had an immediate effect on Noun1, and a reversed effect on Noun2 for both groups of participants. These findings indicated that plausibility plays an immediate role in incremental semantic integration during on-line processing of Chinese. Similar to native Chinese speakers, high-proficiency L2ers can also use the plausibility information of classifier-noun associations in syntactic reanalysis.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"390 - 408"},"PeriodicalIF":3.7,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42849630","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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