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1.
Robert B. Katz 《Annals of dyslexia》1996,46(1):187-208
Children who read poorly have difficulty naming objects, and their errors usually bear a semantic or a phonetic resemblance
to the correct words. Excessive semantic and phonetic naming errors could both be due to underlying phonological deficiencies
in poor readers. When children cannot name an object because its name is not represented well in long-term memory or cannot
be processed well, semantic information as well as partially available phonological information may be used in selecting an
alternative response. This hypothesis was tested by looking for the joint influence of semantics and phonology in the naming
errors of third-grade children. The same children were asked to name a set of pictured objects, repeat the object names after
being spoken by the examiner, and recognize the objects from their spoken names. A separate group of children produced associative
responses to the same pictures. First, it was found that, compared with skilled readers, less-skilled readers who named objects
without any time pressure had a deficit that could not be attributed to repetition difficulty or limited vocabulary. Second,
the naming errors showed a semantic relationship to the correct words that was as strong as that of the associative responses.
Third, the naming errors also showed a phonetic relationship to the correct words, whereas the associative responses did not.
Finding a joint semantic and phonetic effect in the naming errors of children suggests that the errors may be attributable
to phonological deficiencies. 相似文献
2.
3.
Swanson HL 《Journal of learning disabilities》2000,33(6):551-566
This study investigated whether changes in the working memory (WM) performance of readers with learning disabilities (LD) is related to a general or domain-specific system. The study compared readers with LD, chronologically age-matched (CA-M), and reading level-matched (RL-M) children's WM performance for phonological, visual-spatial, and semantic information under initial (no probes or cues), gain (cues that bring performance to an asymptotic level), and maintenance (asymptotic conditions without cues) conditions. The main findings indicated that (a) CA-M children were superior in performance to readers with LD across initial, gain, and maintenance conditions, (b) readers with LD showed less change (as reflected in effect size scores, slopes for the quadratic curve) on both visual-spatial and verbal (phonological and semantic) WM tasks across gain and maintenance conditions than the CA-matched children, and (c) the performance of readers with LD was superior to the RL-M children's performance on initial conditions, but inferior on gain and maintenance conditions. Taken together, the results suggest that a general system moderated the changes in retrieval of phonological, visual-spatial, and semantic information in readers with LD. 相似文献
4.
Children who are poor readers have difficulty naming pictured objects. Their naming difficulty could be a result of inadequate representations of the phonology of words, inadequate processing of those representations, or both. In this study, third-grade good and poor readers were tested on object naming, and, in cases of naming failure, forced-choice recognition tasks were used to probe their knowledge of the phonology of the object names. The two reading groups showed no differences in their ability to select the initial phonemes or rhymes of object names they had not produced spontaneously. Moreover, initial phoneme prompts were helpful for both reading groups. The children differed, however, in their ability to produce words after being given rhyme information. The results indicated that, except in the ability to manipulate explicitly phonological information, the poor readers; performance was qualitatively similar to that of the good readers. It is suggested that training in phonological analysis may help poor readers overcome the deficiencies in establishing and processing phonological representations that lead to their quantitative deficit in object naming. 相似文献
5.
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
6.
Several studies have observed that school-aged, reading-disabled children have object-naming problems. In addition, significant
positive relationships between object-naming ability and reading and spelling skills have been observed for this population.
The co-occurrence of these problems has been explained by common underlying phonological deficiencies. Because written language
problems can persist beyond the school-aged years, the purpose of this study was to examine object-naming ability and the
relationship between object naming and written language of adults. Twenty-two adults, half with written language difficulties
and half without, performed four tasks: object naming, object recognition, reading, and spelling. Significant positive relationships
were obtained between object-naming ability and reading ability, object-naming ability and spelling performance, and reading
and spelling performance. In addition to phonological deficiencies, the results indicated that adult poor readers and spellers
lack knowledge of the orthographic structure of words. These findings suggest that problems underlying object naming and written
language do not resolve with cognitive maturation or additional years of experience with language and should be addressed
in the early school-aged years.
This research was funded by Grant A2008 from the Natural Sciences and Engineering Research Council of Canada to the second
author. 相似文献
7.
Susan Brady 《Annals of dyslexia》1986,36(1):138-153
Verbal short-term memory deficits are a common characteristic of children with reading problems and may markedly increase
the difficulty of learning to read. Previous work suggests that the basis of the short-term memory deficit may involve limitations
in phonetic coding. In the present paper, a series of experiments are reviewed which examined the role of phonological processes
in short-term memory. First, a developmental study is described in which a significant relationship was found between phonetic
processes and verbal memory span, but not between phonetic processes and nonverbal memory. Second, additional studies are
reviewed which collectively found that children with reading problems are less accurate at phonetic encoding than are good
readers, and that performance on phonetic processing corresponds with verbal memory span. No reading group differences were
obtained on nonverbal perception or memory tasks. These findings suggest that both developmental and individual differences
in verbal memory span are related to the efficiency of phonological processes. Practical implications of current cognitive
research are discussed.
The research was supported by NIH Grant HD-01994 to Haskins Laboratories. 相似文献
8.
Lin Zhou Gang Peng Hong-Ying Zheng I-Fan Su William S-Y. Wang 《Reading and writing》2013,26(6):967-989
Most sinograms (i.e., Chinese characters) are phonograms (phonetic compounds). A phonogram is composed of a semantic radical and a phonetic radical, with the former usually implying the meaning of the phonogram, and the latter providing cues to its pronunciation. This study focused on the sub-lexical processing of semantic radicals which are themselves free standing sinograms. Two primed naming experiments were carried out to examine whether the meanings and pronunciations of the semantic radicals embedded in phonograms were activated or not during sinogram recognition. In Experiment 1, semantically opaque phonograms were used as primes. We observed facilitatory priming effects for targets which were semantically related to the semantic radicals embedded in primes, but not to the primes themselves. These effects were present for low-frequency primes, but not for high-frequency primes. Experiment 2 used only low-frequency phonograms as primes. We observed facilitatory priming effects for targets which were homophones of the semantic radicals embedded in primes, but not of the primes themselves. These results suggest that sub-lexical semantic and phonological information of semantic radicals are activated, and that the activation processes are modulated by the lexical frequency of the host phonograms. Our study shows that sub-lexical processing of semantic radicals is similar to that of phonetic radicals, indicating no fundamental difference between sub-lexical processing of semantic and phonetic radicals, supporting the view that a radical has a unique representation irrespective of its function in the orthographic system of Taft’s model. 相似文献
9.
Little is known about implicit morphological processing in typical and atypical readers. These studies investigate this using a probe detection task with lures sharing morphological, orthographic, or semantic overlap with the probe. Intermediate and advanced readers (reading ages = 9;1–12;9) perform more poorly when there is more linguistic overlap. Novice readers (reading ages = 5;7–8;0) were influenced only by orthographic overlap and not by semantics, indicating that use of orthographic processes typically precedes integration of semantic and morphological skills. Children with otitis media (repeated ear infections) had phonological awareness difficulties but performed age appropriately on the probe detection task, indicating that morphological processing is not constrained by phonology. In contrast, dyslexic children’s performance reflected a failure to remember distinctions between words sharing root morphemes. Dyslexic children are sensitive to morphology but may over-rely on root morphemes. This pattern differed from reading-ability-matched children and children with circumscribed phonological difficulties. 相似文献
10.
This study investigated Chinese children’s development of sensitivity to positional (orthographic), phonological, and semantic cues of radicals in encoding novel Chinese characters. A newly designed picture-novel character mapping task, along with nonverbal reasoning ability, vocabulary, and Chinese character recognition were administered to 198 kindergartners, 172 second graders and 165 fifth graders. Children’s strategies in using positional, phonological, and semantic cues of radicals varied across grades. The higher the children’s grade level, the more commonly children used semantic and positional cues of radicals. Regression analyses showed that the contribution of semantic radical awareness for explaining Chinese character reading increased as children’s grade increased, whereas the contribution of positional regularity awareness decreased. These findings suggest that learning Chinese characters involves a transition from a sound- and position-based approach to a meaning-based approach. 相似文献
11.
Lexical acquisition ability for aurally taught words was studied in fourthgrade children. Reading ability, intelligence, and working memory were evaluated as predictor factors in vocabulary learning. Reading ability was found to predict facility at learning the novel phonological sequences, while intelligence was the only factor which accounted for performance level for the semantic content of the words. The working memory measure, digit span, failed to make a significant contribution to either the phonological or semantic outcome measures. Examination of two subgroups of skilled and less-skilled readers indicated that less-skilled readers had more difficulty acquiring the phonological information for new words. No between-group differences were found in long-term retention or in the ability to provide definitions for the newly learned words. The findings suggest that the vocabulary deficits of less-skilled readers stem, at least in part, from difficulty establishing accurate phonological representations for new words. 相似文献
12.
Differences between skilled and less‐skilled young readers in the retrieval of semantic,phonological, and shape information 
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下载免费PDF全文 Diana R. Cortés‐Monter Armando Q. Angulo‐Chavira Natalia Arias‐Trejo 《Journal of Research in Reading》2017,40(Z1):S170-S189
This study aimed to determine whether the reading skills of third‐grade schoolchildren are associated with their preferences for semantic, phonological, and shape competitors (images or printed words) after being exposed to a spoken critical word. Two groups of children participated: skilled readers and less‐skilled readers. Through a language‐mediated visual search, children's fixations on the three competitors and a distractor were measured. When looking at images, both groups of readers preferred to look at the semantic competitor. When reading words, both groups showed a preference for the phonological competitor, but only skilled readers were sensitive to semantic information. These results suggest that early reading skills influence access to different types of representations in response to hearing a word, and they confirm the existence of a cascaded activation of information retrieval in childhood. 相似文献
13.
The present study used the tip-of-the-tongue (TOT) experimental paradigm in a picture naming task to explore the source of the naming deficits of children with dyslexia. Compared with a control group of typically developing readers, the children with dyslexia showed fewer correct responses and spontaneous recalls, more don't know (DK) and TOT responses, and less accurate feeling of knowing (FOK) judgments. When they failed to retrieve a target word, the children with dyslexia did not differ from the control group in the partial semantic information they provided, but they gave less valid and more invalid partial phonological information. The children with dyslexia also benefited less from phonological cues. The phonologically related responses of the children with dyslexia elicited during the administration of the TOT procedure were related to their performance on a phonological awareness test. These findings suggest that the naming problems of children with dyslexia arise because of their difficulty in accessing the phonological word forms after the corresponding abstract lexical representation has been successfully accessed. The results are discussed in relation to the claim that two-stage models of naming can be profitably used in the early identification and treatment of reading disabilities. 相似文献
14.
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
15.
本文采用纸笔测验方法探讨了中级水平留学生对部件熟悉的陌生形声字的语音提取特点。结果表明,字的类型、声旁位置和形旁可命名性影响中级水平留学生对部件熟悉的陌生形声字的语音提取,具体表现为:规则字的命名成绩好于不规则字;声旁在右的汉字命名成绩好于声旁在左的汉字,形旁不可命名的汉字命名成绩好于形旁可命名的汉字。当陌生形声字的形旁不可命名时,中级水平留学生对整字的命名更倾向于利用声旁信息;形声字声旁在右时,利用可单独命名的声旁命名整字的可能性更大;当形旁可命名时,声旁的语音线索与形旁的语音线索存在竞争。中级水平留学生对部件熟悉的陌生形声字语音提取主要采用"读声旁"、"读形旁"和"类比"三种策略,尤其以"读声旁"和"读形旁"等"读半边"策略为主。 相似文献
16.
Karen E. Mulak Catherine T. Best Michael D. Tyler Christine Kitamura Julia R. Irwin 《Child development》2013,84(6):2064-2078
By 12 months, children grasp that a phonetic change to a word can change its identity (phonological distinctiveness). However, they must also grasp that some phonetic changes do not (phonological constancy). To test development of phonological constancy, sixteen 15‐month‐olds and sixteen 19‐month‐olds completed an eye‐tracking task that tracked their gaze to named versus unnamed images for familiar words spoken in their native (Australian) and an unfamiliar non‐native (Jamaican) regional accent of English. Both groups looked longer at named than unnamed images for Australian pronunciations, but only 19‐month‐olds did so for Jamaican pronunciations, indicating that phonological constancy emerges by 19 months. Vocabulary size predicted 15‐month‐olds' identifications for the Jamaican pronunciations, suggesting vocabulary growth is a viable predictor for phonological constancy development. 相似文献
17.
Clay Williams 《Reading and writing》2013,26(2):293-315
This study examines the effects of semantic and phonetic radicals on Chinese character decoding by high-intermediate level Chinese as a foreign language (CFL) learners. The results of the study suggest that the CFL learners tested have a well-developed semantic pathway to recognition; however, their phonological pathway is not yet a reliable means of character identification. Semantic radicals that correctly pertain to character meaning facilitated reaction time in semantic categorization tasks, while radicals that had no immediately interpretable relation to character meaning had a strong inhibitory effect. The relative accuracy of phonetic radicals (for predicting the whole-character’s pronunciation) did not measurably improve homonym recognition. In a lexical decision task (Experiment 3), the subjects were significantly slower in identifying pseudo-characters when the phonological component was blurred, indicating that, despite having unreliable phonological pathways to character recognition, the subjects were still using phonological radical analysis as their default recognition strategy; however, the author argues that the radical is likely being used for orthographic disambiguation more than for phonological properties. 相似文献
18.
聋童与听力正常儿童汉字形音义加工比较研究 总被引：2，自引：2，他引：2
本研究对聋童和听力正常儿童在汉字加工过程的差异进行比较研究 ,结果发现 ,字音的激活是汉字加工过程中的一个重要的特征 ,既使聋童也要经历“字音”的激活过程 ,语音中介可能是理解语义必不可少的一环。字义在汉字的加工过程早期就可以出现 ,在听力正常儿童中字义与字音是相伴出现的。聋童识别汉字则可能是以字形、字义为主、字音不占优势方式进行。 相似文献
19.
The role of speed of processing, rapid naming, and phonological awareness in reading achievement 总被引：5，自引：0，他引：5
Catts HW Gillispie M Leonard LB Kail RV Miller CA 《Journal of learning disabilities》2002,35(6):509-524
This study investigated the role of speed of processing, rapid naming, and phonological awareness in reading achievement. Measures of response time in motor, visual, lexical, grammatical, and phonological tasks were administered to 279 children in third grade. Measures of rapid object naming, phonological awareness, and reading achievement were given in second and fourth grades. Reading group comparisons indicated that poor readers were proportionally slower than good readers across response time measures and on the rapid object naming task. These results suggest that some poor readers have a general deficit in speed of processing and that their problems in rapid object naming are in part a reflection of this deficit. Hierarchical regression analyses further showed that when considered along with IQ and phonological awareness, speed of processing explained unique variance in reading achievement. This finding suggests that a speed of processing deficit may be an "extraphonological" factor in some reading disabilities. 相似文献
20.
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