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1.
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
2.
Nathalie N. Bélanger Shari R. Baum Rachel I. Mayberry 《Scientific Studies of Reading》2013,17(3):263-285
Deaf people often achieve low levels of reading skills. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers is not yet fully supported in the literature. We investigated skilled and less skilled adult deaf readers' use of orthographic and phonological codes in reading. Experiment 1 used a masked priming paradigm to investigate automatic use of these codes during visual word processing. Experiment 2 used a serial recall task to determine whether orthographic and phonological codes are used to maintain words in memory. Skilled hearing, skilled deaf, and less skilled deaf readers used orthographic codes during word recognition and recall, but only skilled hearing readers relied on phonological codes during these tasks. It is important to note that skilled and less skilled deaf readers performed similarly in both tasks, indicating that reading difficulties in deaf adults may not be linked to the activation of phonological codes during reading. 相似文献
3.
Frank R. Vellutino William E. Tunmer James J. Jaccard RuSan Chen 《Scientific Studies of Reading》2013,17(1):3-32
The objectives of this series of 3 studies were (a) to evaluate whether French-speaking children mainly use phonological mediation in the first stage of reading acquisition in a silent-reading task and (b) to examine the role of phonological processing in the construction of the orthographic lexicon. Forty-eight French children were followed from kindergarten to the end of Grade 2. Their phonological skills were assessed using a semantic categorization task with homophone and visual foils (Study 1); their orthographic skills were assessed using a choice task involving a correct exemplar, a homophone, and a visual foil (Study 2). In the semantic categorization task, the differences between the visual and homophone foils increased with time, as the homophone foils were more and more likely to be chosen. In the orthographic choice task, performance improved with time, but errors were more likely to involve homophone foils. The results obtained by two subgroups of children who differed in their level of orthographic expertise at the end of Grade 2 (Study 3) indicated that, 1 year earlier (at the end of Grade I), the future "expert" spellers were more likely than the future "poor" spellers to use phonological processing in silent reading (semantic categorization task). Moreover, in Grade 1, future expert spellers' phonological skills in reading aloud and in spelling from dictation (pseudoword tasks) were better than those of future poor spellers, and future expert spellers also had better phonological awareness skills at the beginning of the last year of kindergarten. These results suggest that French-speaking children use phonological mediation in silent-reading tasks and that phonological processing contributes to the construction of the orthographic lexicon. 相似文献
4.
Frances Martin Elizabeth Claydon Adam Morton Sonia Binns Chris Pratt 《Journal of Research in Reading》2003,26(2):191-204
This study examined the use of orthographic and phonological deletion strategies by children in the 6–16‐year age range. Children from Grades 1 to 10 (n=191) were presented either visually or orally isolated words and were asked to pronounce these words using either an orthographic (spelling) strategy following mental deletion of one letter, or a phonological (sounding) strategy following mental deletion of one sound. All children performed additional reading and spelling tasks in which they read and spelt all the words and derivatives from the deletion tasks. Analysis of variance revealed that younger readers were more accurate when using phonological strategies than when using orthographic strategies, whereas older readers showed superior orthographic and phonological processing abilities. Generally the results supported the suggestion that phonological and orthographic processing ability increase with age, and that the increase in these abilities with age is not solely dependent on reading and spelling ability. 相似文献
5.
Nathlie A. Badian 《Annals of dyslexia》2001,51(1):177-202
Ninety-six children were administered an orthographic test as preschoolers and two measures of nonphonemic phonological awareness
(syllable segmentation, rhyme detection) in midkindergarten. The power of the three measures to predict reading at grades
1, 3, and 7 was examined. With earlier reading level, preschool verbal IQ and age, and verbal memory controlled, both phonological
measures added significant variance to grade 1 word reading, and syllable segmentation also contributed to reading comprehension,
but neither measure accounted for variance in reading at grades 3 and 7. The orthographic measure contributed significant
variance to grade 1 word reading, and also to reading vocabulary and reading comprehension at grades 3 and 7, with the proportion
of variance in reading comprehension increasing with grade level. When early (grade 1) and late (grade 7) poor readers were
compared, late poor readers were significantly higher than early poor readers on a first grade phonological test, but significantly
lower on a seventh grade orthographic measure. Evidence suggested that a late reading comprehension deficit may be due to
poor orthographic processing skills in some children, but to a phonological and general verbal deficit in others. 相似文献
6.
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
7.
Nancy L. To Elizabeth L. Tighe Katherine S. Binder 《Journal of Research in Reading》2016,39(2):171-188
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
8.
Previous cross-language research has focused on L1 phonological processing and its relation to L2 reading. Less extensive
is the research on the effect that L1 orthographic processing skill has on L2 reading and spelling. This study was designed
to investigate how reading and spelling acquisition in English (L2) is influenced by phonological and orthographic processing
skills in Spanish (L1) in 89 Spanish-English bilingual children in grades 2 and 3. Comparable measures in English and Spanish
tapping phonological and orthographic processing were administered to the bilingual children. We found that cross-language
phonological and orthographic transfer occurs from Spanish to English. Specifically, the Spanish phoneme deletion task contributed
a significant amount of unique variance to English word reading and spelling, for both real words and pseudowords. The Spanish
homophone choice task predicted English reading, but not spelling. Taken together, these results suggest that there are shared
phonological and orthographic processes in bilingual reading; however, orthographic patterns may be language specific, thereby
not likely to transfer to spelling performance. 相似文献
9.
Nine children with severe-profound prelingual hearing loss and single-word reading scores not more than 10 months behind chronological age (Good Readers) were matched with 9 children whose reading lag was at least 15 months (Poor Readers). Good Readers had significantly higher spelling and reading comprehension scores. They produced significantly more phonetic errors (indicating the use of phonological coding) and more often correctly represented the number of syllables in spelling than Poor Readers. They also scored more highly on orthographic awareness and were better at speech reading. Speech intelligibility was the same in the two groups. Cluster analysis revealed that only three Good Readers showed strong evidence of phonetic coding in spelling although seven had good representation of syllables; only four had high orthographic awareness scores. However, all 9 children were good speech readers, suggesting that a phonological code derived through speech reading may underpin reading success for deaf children. 相似文献
10.
Franklin R. Manis Patricia A. Szeszulski Liana K. Holt Kathryn Graves 《Annals of dyslexia》1988,38(1):139-153
In this paper we apply a developmental model of reading to the question of dyslexic subtypes. Groups of normal readers (n=40)
and dyslexic children (n=50), matched on reading level and IQ, were given a comprehensive test battery measuring level of
development of visual, phonological, and orthographic skills. As a group, dyslexics deviated from normal readers of equivalent
reading achievement primarily in phonological skills (spelling-to-sound translation and phonemic analysis), although limited
differences in knowledge of word-specific spellings were also observed. Dyslexics were superior to the younger normal readers
in visual processing of print. Analysis of individual data by reference to the reading level control group revealed three
major subgroups: a group with a specific deficit in phonological processing of print (52 percent), a group with deficits in
processing both the phonological and orthographic features of printed words (24 percent), and a group with phonological deficits
in language (8 percent). The remainder of the sample (16 percent) had specific deficits in visual or orthographic processing
of print, in spelling, or did not differ from the control group. The data support the view that most developmental dyslexics
have a specific language disorder involving some aspect of phonological processing. However, small subgroups with very different
configurations of reading and nonreading difficulties may exist as well.
This research was supported by an NICHD grant to the first author (USPHS grant 1 R23 HD20231). 相似文献
11.
S. Hélène Deacon 《Journal of Research in Reading》2012,35(4):456-475
This study was designed to examine the independent contributions of phonological awareness, orthographic processing and morphological awareness on early word reading. English‐speaking children in Grades 1 and 3 completed measures of these three constructs, as well as standardised measures of real and pseudoword reading and of vocabulary. Each of the three reading‐related variables made an independent contribution to both real and pseudoword reading. Independent contributions of phonological awareness (7–17%) were consistently larger than those of orthographic processing (5–10%) or of morphological awareness (1–2%). In terms of differences between the grades, there was particular evidence of an increase in greater contribution of orthographic processing to pseudoword reading at Grade 3 than at Grade 1. These findings are discussed in light of current models of reading development. 相似文献
12.
《Scientific Studies of Reading》2013,17(2):101-132
Adults and children with reading impairment (N = 67) were administered a rapid auditory task, a rapid visual task, and a battery of orthographic and phonological tasks. Our results support a differential development model of reading disability that argues that deficits in rapid auditory ability in children are primarily associated with problems in phonological processing, whereas deficits in rapid visual ability in children are primarily associated with problems in orthographic processing (Farmer & Klein, 1995). In contrast to the children, the adults showed a strong relation between rapid auditory ability and both orthographic and phonological processing. These results suggest that continued deficits in auditory ability may have a pervasive and negative impact on word processing in general. In addition, adults did not exhibit a relation between rapid visual ability and orthographic-processing problems. Orthographic-processing deficits may result from a reading delay condition that can be overcome with increased reading exposure (Harm & Seidenberg, 1999). 相似文献
13.
Orthographic learning in Spanish children: influence of previous semantic and phonological knowledge
Marta lvarez‐Caizo Paz Surez‐Coalla Fernando Cuetos 《Journal of Research in Reading》2019,42(1):137-149
Orthographic learning is one of the steps needed to achieve reading fluency. There are different variables that could influence the formation of orthographic representations. The aim of this study was to investigate the role of the previous semantic and phonological knowledge on the formation of orthographic representations. We used a decrease of the length effect as the measure of orthographic learning. We made a reading aloud task that utilised new words with Spanish children from third grade under three different conditions: with prior semantic and phonological training, with prior phonological training and without training. Results showed that knowing the meaning and the phonological form of the words facilitated the formation of orthographic representations, as the length effect was significantly lower than in the other conditions, and it also improved the children's reading performance. 相似文献
14.
Hong Li Hua Shu Catherine McBride‐Chang Hongyun Liu Hong Peng 《Journal of Research in Reading》2012,35(3):287-307
Tasks tapping visual skills, orthographic knowledge, phonological awareness, speeded naming, morphological awareness and Chinese character recognition were administered to 184 kindergarteners and 273 primary school students from Beijing. Regression analyses indicated that only syllable deletion, morphological construction and speeded number naming were unique correlates of Chinese character recognition in kindergarteners. Among primary school children, the independent correlates of character recognition were rime detection, homophone judgement, morpheme production, orthographic knowledge and speeded number naming. Results underscore the importance of some dimensions of both phonological processing and morphological awareness for both very early and intermediate Chinese reading acquisition. Although significantly correlated with character recognition in younger (but not older) children, visual skills were not uniquely associated with Chinese character reading at any grade level. However, orthographic skills were strongly associated with reading in primary school but not kindergarten, suggesting that orthographic skills are more important for literacy development as reading experience increases. 相似文献
15.
The present study aimed to investigate the development of automatic phonological processes involved in visual word recognition during reading acquisition in French. A visual masked priming lexical decision experiment was carried out with third, fifth graders and adult skilled readers. Three different types of partial overlap between the prime and the target were contrasted: orthographic and phonological overlap (O+P+; ren-RENDRE [give] pronounced /?ɑ?/-/?ɑ?d?/ respectively), orthographic overlap (O+P?; re-RENDRE pronounced /??/-/?ɑ?d?/ respectively), or without orthographic and phonological overlap with the beginning of the target, namely unrelated (UR; pi-RENDRE pronounced /pi/-/?ɑ?d?/, respectively). The number of letters was controlled throughout the priming conditions. The results showed an interaction between grade and priming condition in children. In third graders, the results displayed a masked phonological priming effect (the O+P+ condition was compared to the O+P? condition) but not a masked orthographic priming effect (the O+P? condition was compared to the UR condition). On the contrary, in fifth graders, the results showed a masked orthographic priming effect but not a masked phonological priming effect. Adult skilled readers displayed the same pattern as fifth graders. These results are interpreted in the multiple-route model of reading development. 相似文献
16.
The alphasyllabary of Kannada comprises more than 400 symbols called akshara; each symbol is visuo-spatially complex with a consistent representation at the dual levels of the syllable and the phoneme.
We investigated reading difficulties in Kannada among 8–12 year old children by conducting a between-groups followed by a
case series analysis. We compared the children with reading difficulties with same age competent readers and younger readers
who were similar in language level, matched on measures of vocabulary, syntactic processing, and morphological processing.
Reading difficulties were characterized by poor akshara knowledge. Concomitant impairments were in syllable and phoneme level
phonological skills, in rapid naming and in oral language skills. The case series analysis highlighted the variability of
profiles among poor readers with the most common impairments being in akshara knowledge and phonological processing. Sub-groups
of poor readers showed additional deficits in oral language, rapid naming, and visual processing skills. Together our findings
indicate that the core deficit associated with reading difficulty in the alphasyllabary of Kannada is in the phonological
domain. However, accompanying deficits in related skills, including visual processing, can further inhibit reading attainment.
The findings from this study support a multifactorial model of reading development. 相似文献
17.
The nature of the relations among morphological awareness, vocabulary and word reading in Chinese children remains relatively unclear. The present study aimed to distinguish between sublexical morphological awareness, referring to the ability to use the meaning cues of semantic radicals embedded in a compound character, and lexical level morphological awareness, defined as the ability to understand and manipulate single characters (i.e., morphemes) comprising Chinese compound words, on word reading. We also examined the role of vocabulary knowledge on the relation between morphological awareness and word reading at both the sublexical and lexical levels. A group of 172 Chinese second graders were administered measures of sublexical and lexical level morphological awareness, vocabulary knowledge, phonological awareness, orthographic knowledge, nonverbal ability, and word reading. Both sublexical and lexical levels of morphological awareness were moderately correlated with word reading. Vocabulary knowledge appeared to partially mediate the effect of sublexical morphological awareness on word reading, but it fully mediated the effect of lexical level morphological awareness on word reading. These results suggest that sublexical and lexical level morphological awareness play distinct roles in Chinese word reading; vocabulary knowledge is an important factor influencing the relation between morphological awareness and word reading in Chinese. 相似文献
18.
The present study examined whether sublexical morphological processing takes place during visual word-recognition in Hebrew, and whether morphological decomposition of written words depends on lexical activation of the complete word. Furthermore, it examined whether morphological processing is similar when reading Hebrew as a first language (L1) or as a second language (L2), and whether L1’s morphological background, Semitic or Indo-European, modulates morphological processing in L2 Hebrew (a Semitic language), among proficient readers. To reveal the sublexical processing of the Hebrew morphemes, the Root (R) and the Pattern (P), a lexical-decision task was conducted, in which all critical stimuli were non-word letter-strings manipulated to include or exclude real Hebrew morphemes. Different combinations of real (+) and pseudo (?) morphemes yielded four types of non-words (+R+P; +R?P; ?R+P, ?R?P). Three groups of proficient Hebrew readers were tested: L1 Hebrew, L1 English-L2 Hebrew, and L1 Arabic-L2 Hebrew. Results demonstrated significant differences in latency and accuracy of responses to the four morphological conditions, indicating that sublexical morphological processing occurs during visual word-recognition of morphologically structured letter-strings in Hebrew. Importantly, the activation of real Hebrew morphemes occurred in non-word stimuli, indicating that morphological processing in Hebrew is separable from lexical activation. Moreover, the same pattern of results was observed in all three L1 groups, indicating that proficient L2 readers exhibit morphological processing strategies that are tuned to the L2 morphology, regardless of their L1 background. 相似文献
19.
The contribution of linguistic and cognitive variables to reading processes might vary depending on the particularities of the languages studied. This view is thought to be particularly true for Arabic which is a diglossic language and has particular orthographic and morpho-syntactic systems. This cross-sectional study examined the contribution of phonological, orthographic, morphological, semantic, syntactic, visual perception, rapid automatic naming and phonological working memory abilities to decoding and fluency (the two components of reading). The results, obtained from 1305 native Arabic-speaking children in first–sixth grade, were analyzed using path models. The analysis revealed that memory and orthographic knowledge contributed to both components of reading, while phonological awareness contributed mainly to decoding and rapid automatic naming contributed to fluency. The contribution of morphology to the two components, which appeared already in the first grade, was weak and inconsistent. Finally, the results showed that visual perception, semantics, and syntax predicted neither decoding nor fluency. The data presented here suggest that reading development in Arabic differs from other languages, a finding that might explain certain difficulties in reading acquisition in Arabic. The results are discussed in the light of previous findings in the literature and the specific features of Arabic. 相似文献
20.
Escribano CL 《Journal of learning disabilities》2007,40(4):319-330
The double-deficit hypothesis acknowledges both phonological processing deficits and serial naming speed deficits as two dimensions associated with reading disabilities. The purpose of this study was to examine these two dimensions of reading as they were related to the reading skills of 29 Spanish average readers and poor readers (mean age 9 years 7 months) who met the criteria for either single phonological deficit (PD), double deficit (DD), or no deficit. DD children were the slowest readers and had the weakest orthography processing skills. No significant differences were found between PD and DD groups on word and pseudoword reading. Word reading and reading comprehension skills were average or above average in the three studied groups. As in previous studies in transparent orthographies, word reading was not a salient problem for Spanish poor readers, whereas for the DD group, reading speed and orthographic recognition skills were significantly affected. 相似文献