ORCID Profile
0000-0001-8228-8260
Current Organisations
West Virginia University
,
Macquarie University
,
Australian Catholic University - North Sydney Campus
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Publisher: Elsevier BV
Date: 05-2013
DOI: 10.1016/J.JECP.2012.08.011
Abstract: There has been much recent interest in letter position coding in adults, but little is known about the development of this process in children learning to read. Here, the letter position coding abilities of 127 children in Grades 2, 3, and 4 (aged 7-10 years) were examined by comparing their performance in reading aloud "migratable" words (e.g., bread, three, diary) with that in reading aloud words without potential for migration (e.g., heard, boot, bitter). Across all three grade levels, children made many more errors on migratable words than on non-migratable words, and the proportion of migration errors did not decrease with increasing grade level. Within each grade, a tendency to make a high proportion of migration errors was not associated with deficits in other reading subprocesses or with general lexical guessing indeed, it was associated with strong lexical reading skills. We conclude that letter position coding is generally fragile in developing readers and that this interacts with lexical knowledge to produce migration errors in reading.
Publisher: Springer Science and Business Media LLC
Date: 26-10-2016
DOI: 10.3758/S13423-016-1182-7
Abstract: Lexical competition processes are widely viewed as the hallmark of visual word recognition, but little is known about the factors that promote their emergence. This study examined for the first time whether sleep may play a role in inducing these effects. A group of 27 participants learned novel written words, such as banara, at 8 am and were tested on their learning at 8 pm the same day (AM group), while 29 participants learned the words at 8 pm and were tested at 8 am the following day (PM group). Both groups were retested after 24 hours. Using a semantic categorization task, we showed that lexical competition effects, as indexed by slowed responses to existing neighbor words such as banana, emerged 12 h later in the PM group who had slept after learning but not in the AM group. After 24 h the competition effects were evident in both groups. These findings have important implications for theories of orthographic learning and broader neurobiological models of memory consolidation.
Publisher: Springer Science and Business Media LLC
Date: 22-11-2007
Abstract: We report the first genome-wide linkage analysis for reading and spelling in a s le of 403 families of twins, aged between 12 and 25 years taken from the normal population and unselected for reading ability. These traits showed heritabilities of 0.52-0.73, and support for linkage exceeded replication levels (lod > 1.44) of seven of the 11 linkages reported in dyslexic s les, namely: 2q22.3, 3p12-q13, 6q11.2, 7q32, 15q21.1, 18p21, and Xq27.3. For five of these (2q22.3, 6q11.2, 7q32, 18p21, and Xq27), this study provides the first independent replication. 1p34-36 and 2p15-16 received some support, with lods of 1.2 and 0.83, respectively, whereas two regions received little support (6p23-21.3 and 11p15.5). This study also identified two novel linkages at 4p15.33-16.1 and 17p13.3, which received suggestive support (max. lod 2.08 and 1.99, respectively).
Publisher: Informa UK Limited
Date: 03-07-2022
Publisher: Springer Science and Business Media LLC
Date: 18-01-2020
DOI: 10.1007/S11881-019-00189-3
Abstract: Learning to read in most alphabetic orthographies requires not only the acquisition of simple grapheme-phoneme correspondences (GPCs) but also the acquisition of context-sensitive GPCs, where surrounding letters change a grapheme’s pronunciation. We aimed to explore the use and development of simple GPCs (e.g. a ➔ /æ/) and context-sensitive GPCs (e.g. [w]a ➔ /ɔ/, as in “swan” or a[l][d ] ➔ /o:/, as in “bald”) in pseudoword reading. Across three experiments, English- and German-speaking children in grades 2–4 read aloud pseudowords, where vowel graphemes had different pronunciations according to different contexts (e.g. “hact”, “wact”, “hald”). First, we found that children use context-sensitive GPCs from grade 2 onwards, even when they are not explicitly taught. Second, we used a mathematical optimisation procedure to assess whether children’s vowel responses can be described by assuming that they rely on a mix of simple and context-sensitive GPCs. While the approach works well for German adults (Schmalz et al. in Journal of Cognitive Psychology, 26 , 831–852, 2014), we found poor model fits for both German- and English-speaking children. Additional analyses using an entropy measure and data from a third experiment showed that children’s pseudoword reading responses are variable and likely affected by random noise. We found a decrease in entropy across grade and reading ability across all conditions in both languages. This suggests that GPC knowledge becomes increasingly refined across grades 2–4.
Publisher: Wiley
Date: 28-12-2023
DOI: 10.1002/RRQ.492
Abstract: Distributing study opportunities over time typically improves the retention of verbal material compared to consecutive study trials, yet little is known about the influence of temporal spacing on orthographic form learning specifically. This experiment sought to obtain and compare estimates of the magnitude of the spacing effect on written word form learning across three different outcome measures, administered between participants. Skilled adult readers ( N = 120) read aloud 16 sentences containing an embedded pseudoword a total of four times. Half of the items were temporally distributed (appearing once in each of four blocks), while half were massed (read on four consecutive trials within a block). After a short delay, learning was assessed using tests of recognition (orthographic choice) or recall (spelling to dictation or letter cue spelling). There was a significant effect of spacing across all outcome measures (all p .001). When the magnitude of the spacing effect was compared across these three measures, letter cue spelling showed a significantly larger spacing effect than spelling to dictation ( p = .039) while orthographic choice did not significantly differ from either (both p .05). These findings indicate that temporal spacing influences the learning of orthographic form, regardless of the outcome measure used.
Publisher: SAGE Publications
Date: 05-2012
DOI: 10.1080/17470218.2012.672996
Abstract: Share's self-teaching hypothesis proposes that orthographic representations are acquired via phonological decoding. A key, yet untested, prediction of this theory is that there should be an effect of word regularity on the number and quality of word-specific orthographic representations that children acquire. Thirty-four Grade 2 children were exposed to the sound and meaning of eight novel words and were then presented with those words in written form in short stories. Half the words were assigned regular pronunciations and half irregular pronunciations. Lexical decision and spelling tasks conducted 10 days later revealed that the children's orthographic representations of the regular words appeared to be stronger and more extensive than those of the irregular words.
Publisher: Elsevier BV
Date: 05-1993
DOI: 10.1016/0010-0277(93)90003-E
Abstract: This paper reviews and evaluates the evidence for the existence of distinct varieties of developmental dyslexia, analogous to those found in the acquired dyslexic population. Models of the normal adult reading process and of the development of reading in children are used to provide a framework for considering the issues. Data from a large-s le study of the reading patterns of developmental dyslexics are then reported. The lexical and sublexical reading skills of 56 developmental dyslexics were assessed through close comparison with the skills of 56 normally developing readers. The results indicate that there are at least two varieties of developmental dyslexia, the first of which is characterised by a specific difficulty using the lexical procedure, and the second by a difficulty using the sublexical procedure. These subtypes are apparently not rare, but are relatively prevalent in the developmental dyslexic population. The results of a second experiment, which suggest that neither of these reading patterns can be accounted for in terms of a general language disorder, are then reported.
Publisher: Elsevier BV
Date: 05-2013
Publisher: Frontiers Media SA
Date: 03-06-2014
Publisher: Springer Science and Business Media LLC
Date: 2000
Publisher: Informa UK Limited
Date: 12-1996
Publisher: Elsevier BV
Date: 06-2017
DOI: 10.1016/J.COGNITION.2017.03.002
Abstract: Children learn new words via their everyday reading experience but little is known about how this learning happens. We addressed this by focusing on the conditions needed for new words to become familiar to children, drawing a distinction between lexical configuration (the acquisition of word knowledge) and lexical engagement (the emergence of interactive processes between newly learned words and existing words). In Experiment 1, 9-11-year-olds saw unfamiliar words in one of two storybook conditions, differing in degree of focus on the new words but matched for frequency of exposure. Children showed good learning of the novel words in terms of both configuration (form and meaning) and engagement (lexical competition). A frequency manipulation under incidental learning conditions in Experiment 2 revealed different time-courses of learning: a fast lexical configuration process, indexed by explicit knowledge, and a slower lexicalization process, indexed by lexical competition.
Publisher: Elsevier BV
Date: 08-2019
Publisher: Informa UK Limited
Date: 05-2013
Publisher: Informa UK Limited
Date: 2004
Publisher: Elsevier BV
Date: 07-2007
DOI: 10.1016/J.JECP.2007.01.006
Abstract: A masked priming procedure was used to explore developmental changes in the tuning of lexical word recognition processes. Lexical tuning was assessed by examining the degree of masked form priming and used two different types of prime-target lexical similarity: one letter different (e.g., rlay-->PLAY) and transposed letters (e.g., lpay-->PLAY). The performance of skilled adult readers was compared with that of developing readers in Grade 3. The same children were then tested again two years later, when they were in Grade 5. The skilled adult readers showed no form priming, indicating that their recognition mechanisms for these items had become finely tuned. In contrast, the Grade 3 readers showed substantial form priming effects for both measures of lexical similarity. When retested in Grade 5, the developing readers no longer showed significant one letter different priming, but transposed letter priming remained. In general, these results provide evidence for a transition from more broadly tuned to more finely tuned lexical recognition mechanisms and are interpreted in the context of models of word recognition.
Publisher: University of California Press
Date: 2017
DOI: 10.1525/COLLABRA.72
Abstract: Previous studies have found that words and nonwords with many body neighbours (i.e., words with the same orthographic body, e.g., cat, brat, at) are read faster than items with fewer body neighbours. This body-N effect has been explored in the context of cross-linguistic differences in reading where it has been reported that the size of the effect differs as a function of orthographic depth: readers of English, a deep orthography, show stronger facilitation than readers of German, a shallow orthography. Such findings support the psycholinguistic grain size theory, which proposes that readers of English rely on large orthographic units to reduce ambiguity of print-to-speech correspondences in their orthography. Here we re-examine the evidence for this pattern and find that there is no reliable evidence for such a cross-linguistic difference. Re-analysis of a key study (Ziegler et al., 2001), analysis of data from the English Lexicon Project (Balota et al., 2007), and a large-scale analysis of nine new experiments all support this conclusion. Using Bayesian analysis techniques, we find little evidence of the body-N effect in most tasks and conditions. Where we do find evidence for a body-N effect (lexical decision for nonwords), we find evidence against an interaction with language.
Publisher: Informa UK Limited
Date: 12-2020
DOI: 10.1017/EDP.2020.11
Publisher: Informa UK Limited
Date: 09-2007
Publisher: Elsevier BV
Date: 05-2016
DOI: 10.1016/J.JECP.2015.12.007
Abstract: The current study was designed to test how orthographic learning, or the learning of the spelling patterns of words, happens within the self-teaching paradigm. One possibility is that orthographic learning occurs on a word-specific basis. Two other possibilities are that orthographic learning transfers specifically to the processing of novel words that are morphologically related or that it transfers to novel words that are orthographically similar, regardless of morphological relationship. In an orthographic learning paradigm, we asked children in Grades 3 and 5 to read nonwords embedded in short stories. In a between-participants design, some children read nonwords that were base forms, others read nonwords that were morphologically complex forms, and others read nonwords that were orthographically complex forms (e.g., feap, feaper, and feaple, respectively). Children completed an orthographic choice task with the same items as in the stories. To evaluate transfer of learning, children also completed orthographic choices for the two forms of the nonwords not seen in the stories. Results indicated that children's orthographic learning affected processing of novel items that appeared to be morphologically related as well as those that shared only orthographic structure (e.g., both feaper and feaple). Additional analyses showed that these effects were held across cases when children did and did not successfully decode the novel words in the learning experience, although successful decoding did lead to higher levels of orthographic learning and transfer. Together, the findings suggest that children's prior experiences affect their processing of novel words that share orthographic similarity, likely reflecting a role for orthographic analogies in the self-teaching process.
Publisher: Psychology Press
Date: 14-12-2010
Publisher: Elsevier BV
Date: 02-2022
DOI: 10.1016/J.JECP.2021.105309
Abstract: Despite substantial evidence that spacing study opportunities over time improves the retention of learned verbal material compared with study trials that occur consecutively, the influence of temporal spacing on children's learning of written words has not been investigated. This experiment examined whether temporal spacing influenced Grade 3 and 4 children's (N = 37 mean age = 8 years 7 months) learning of novel written words during independent reading compared with massing. Children read 16 sentences containing a novel word under either a spaced (sentences appeared once in each of four blocks) or massed conditions (four consecutive trials). After a delay, orthographic learning was assessed using recognition (orthographic choice) and recall (spelling to dictation) measures. Words experienced in the spaced condition were better recognized than those in the massed condition, but there was no effect on recall. These findings suggest that temporal spacing influences the acquisition of new written word forms, extending the potential utility of the spacing principle to reading acquisition.
Publisher: Elsevier BV
Date: 11-2020
Publisher: Springer Science and Business Media LLC
Date: 03-2006
Publisher: Elsevier BV
Date: 03-2012
DOI: 10.1016/J.BANDC.2011.12.002
Abstract: Visual attention has temporal limitations. In the attentional blink (AB) a stream of stimuli such as letters or digits are presented to a participant on a computer monitor at a rapid rate. Embedded in the stream are two targets that the participant must try to identify. Identification of the second target is severely impaired if it is presented within approximately 500ms of the first target. This is the 'blink' in visual attention. In this study we examined the role of the magnocellular visual pathway in the AB. This fast conducting pathway has high temporal resolution and contrast sensitivity. It is also insensitive to the direction of chromatic contrast, and this attribute was exploited in order to isolate its contributions to temporal attention. Colour defined, luminance noise masked AB streams were compared to AB streams of varying achromatic contrast. The four observers, (2F and 2M) aged between 21 and 35years, had normal visual acuity and colour vision. The colour stimuli produced a similar blink to the moderate contrast achromatic stimuli. This indicates that the magnocellular pathway does not have a privileged role in the attentional blink. We provide an explanation of previous apparently contradictory findings in terms of the role of different types of visual masking in the attentional blink.
Publisher: American Speech Language Hearing Association
Date: 28-01-2019
DOI: 10.1044/2018_LSHSS-17-0146
Abstract: The purpose of the current study was to investigate the relationship between orthographic learning and language, reading, and cognitive skills in 9-year-old children who are deaf or hard of hearing (DHH) and to compare their performance to age-matched typically hearing (TH) controls. Eighteen children diagnosed with moderate-to-profound hearing loss who use hearing aids and/or cochlear implants participated. Their performance was compared with 35 age-matched controls with typical hearing. Orthographic learning was evaluated using a spelling task and a recognition task. The children were assessed on measures of reading ability, language, working memory, and paired-associate learning. On average, the DHH group performed more poorly than the TH controls on the spelling measure of orthographic learning, but not on the recognition measure. For both groups of children, there were significant correlations between orthographic learning and phonological decoding and between visual–verbal paired-associate learning and orthographic learning. Although the children who are DHH had lower scores in the spelling test of orthographic learning than their TH peers, measures of their reading ability revealed that they acquired orthographic representations successfully. The results are consistent with the self-teaching hypothesis in suggesting that phonological decoding is important for orthographic learning.
Publisher: Frontiers Media SA
Date: 04-07-2014
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 05-2012
DOI: 10.1038/CTG.2012.9
Publisher: Springer Science and Business Media LLC
Date: 31-03-2017
DOI: 10.1038/S41539-017-0008-3
Abstract: A substantial proportion of children struggle to learn to read. This not only impairs their academic achievement, but increases their risk of social, emotional, and mental health problems. In order to help these children, reading scientists have worked hard for over a century to better understand the nature of reading difficulties and the people who have them. The aim of this perspective is to outline some of the things that we have learned so far, and to provide a framework for considering the causes of reading difficulties and the most effective ways to treat them.
Publisher: Informa UK Limited
Date: 09-2006
Publisher: Informa UK Limited
Date: 22-09-2023
Publisher: Informa UK Limited
Date: 09-2013
Publisher: Informa UK Limited
Date: 03-2007
DOI: 10.1080/02643290601025576
Abstract: The role of semantics in reading aloud remains controversial. To explore this issue, the current study examined the impact of semantic loss on reading-aloud performance in 7 patients with semantic dementia. The results revealed a heterogenous pattern of reading difficulties. Of the patients, 2 selectively made errors on inconsistent words (i.e., surface dyslexia), 4 had a generalized reading deficit with increased errors on consistent words, inconsistent words, and nonwords, while the remaining patient had relatively intact reading-aloud accuracy. All patients had longer reading latencies on real words than controls. The relationship between the reading and semantic deficits in the patients was examined at the item-specific level. This suggested that reading-aloud errors were related to the semantic impairment for inconsistent words but not consistent words. In contrast, semantic loss was related to longer latencies for both consistent and inconsistent words. These findings support models of reading that include a role for semantics in the reading-aloud process.
Publisher: American Psychological Association (APA)
Date: 02-2017
DOI: 10.1037/XLM0000293
Abstract: Masked transposed-letter (TL) priming effects have been used to index letter position processing over the course of reading development. Whereas some studies have reported an increase in TL priming over development, others have reported a decrease. These findings have led to the development of 2 somewhat contradictory accounts of letter position development: the lexical tuning hypothesis and the multiple-route model. One factor that may be contributing to these discrepancies is the use of baseline primes that substitute letters in the target word, which may confound the effect of changes in letter position processing over development with those of letter identity. The present study included an identity prime (e.g., listen-LISTEN), in addition to the standard two-substituted-letter (2SL e.g., lidfen-LISTEN) and all-letter-different (ALD e.g., rodfup-LISTEN) baselines, to remove the potential confound between letter position and letter identity information in determining the effect of the TL prime. Priming effects were measured in a lexical decision task administered to children aged 7-12 and a group of university students. Using inverse transformed response times, targets preceded by a TL prime were responded to significantly faster than those preceded by 2SL and ALD primes, and priming remained stable across development. In contrast, targets preceded by a TL prime were responded to significantly slower than those preceded by an ID prime, and this reaction-time cost increased significantly over development, with adults showing the largest cost. These findings are consistent with a lexical tuning account of letter position development, and are inconsistent with the multiple-route model. (PsycINFO Database Record
Publisher: American Speech Language Hearing Association
Date: 09-08-2021
DOI: 10.1044/2021_JSLHR-20-00660
Abstract: Learning spoken words can be challenging for children with hearing loss who communicate orally and who are known to have weaker oral vocabulary skills than age-matched children who hear. Since vocabulary skills play a crucial role in reading and literacy acquisition, and academic success, it is important to identify effective vocabulary acquisition strategies for children with hearing loss. The aim of this study was to examine whether the incidental presence of orthography can facilitate oral vocabulary learning in children with hearing loss and whether the benefits are greater than those found in hearing children. We taught novel picture–word pairs with or without spellings to 23 children with hearing loss and 23 age-matched controls, ranging in age from 6 to 12 years. Word learning was assessed using behavioral and eye tracking data from picture naming and picture–word matching tasks. Results revealed an orthographic facilitation effect on oral vocabulary learning in children with hearing loss, with benefits being maintained over a week. Importantly, children with hearing loss showed a greater benefit of orthography than age-matched hearing peers on the picture naming tests. The results of this study have important implications for classroom instruction and vocabulary instruction strategies for children with hearing loss.
Publisher: Wiley
Date: 26-10-2006
Publisher: Informa UK Limited
Date: 25-11-2015
Publisher: Elsevier BV
Date: 2007
DOI: 10.1016/J.JECP.2006.06.004
Abstract: This experiment investigated orthographic learning via self-teaching in 8- and 9-year-olds learning to read English. Children were exposed to novel words, and following a 1- or 7-day delay interval, orthographic learning was assessed by asking children to select previously seen novel words from an array of visually and phonologically similar foils. Novel words were exposed either in meaningful text or in isolation, and number of exposures was manipulated with each novel word appearing once, twice, or four times. Learning increased as a function of number of exposures, although some evidence of durable one-trial learning was observed. Context played no role, suggesting that orthographic learning is not dependent on meaning-based information. In general, these findings offer support for the central aspects of Share's self-teaching hypothesis. However, although we observed a general relation between phonological decoding and orthographic learning, the relation did not hold at an item-by-item level of analysis, suggesting that a strong version of Share's item-based account is not correct.
Publisher: Informa UK Limited
Date: 10-1996
Publisher: Springer Science and Business Media LLC
Date: 16-01-2021
Publisher: Elsevier BV
Date: 03-2013
DOI: 10.1016/J.NEUROPSYCHOLOGIA.2012.12.015
Abstract: We examined central auditory processing in typically- and atypically-developing readers. Concurrent EEG and MEG brain measurements were obtained from a group of 16 children with dyslexia aged 8-12 years, and a group of 16 age-matched children with normal reading ability. Auditory responses were elicited using 500ms duration broadband noise. These responses were strongly lateralized in control children. Children with dyslexia showed significantly less lateralisation of auditory cortical functioning, and a different pattern of development of auditory lateralization with age. These results provide further evidence that the core neurophysiological deficit of dyslexia is a problem in the balance of auditory function between the two hemispheres.
Publisher: Elsevier BV
Date: 10-2007
DOI: 10.1016/J.BIOPSYCH.2007.03.007
Abstract: KIAA0319 (6p22.2) has recently been implicated as a susceptibility gene for dyslexia. We aimed to find further support for this gene by examining its association with reading and spelling ability in adolescent twins and their siblings unselected for dyslexia. Ten single nucleotide polymorphisms (SNPs) in or near the KIAA0319 gene were typed in 440 families with up to five offspring who had been tested on reading and spelling tasks. Family-based association analyses were performed, including a univariate analysis of the principal component reading and spelling score derived from the Components of Reading Examination (CORE) test battery and a bivariate analysis of whole-word reading tests measured in a slightly larger s le. Significant association with rs2143340 (TTRAP) and rs6935076 (KIAA0319) and with a three-SNP haplotype spanning KIAA0319 and TTRAP was observed. The association with rs2143340 was found in both analyses, although the effect was in the opposite direction to that previously reported. The effect of rs6935076 on the principal component was in the same direction as past findings. Two of the three significant in idual haplotypes showed effects in the opposite direction to the two prior reports. These results suggest that a multilocus effect in or near KIAA0319 may influence variation in reading ability.
Publisher: Frontiers Media SA
Date: 07-09-2022
DOI: 10.3389/FPSYG.2022.932952
Abstract: The present study combined magnetoencephalography (MEG) recordings with fast periodic visual stimulation (FPVS) to investigate automatic neural responses to morphemes in developing and skilled readers. Native English-speaking children ( N = 17, grade 5–6) and adults ( N = 28) were presented with rapid streams of base stimuli (6 Hz) interleaved periodically with oddballs (i.e., every fifth item, oddball stimulation frequency: 1.2 Hz). In a manipulation-check condition, tapping into word recognition, oddballs featured familiar words (e.g., roll ) embedded in a stream of consonant strings (e.g., ktlq ). In the experimental conditions, the contrast between oddball and base stimuli was manipulated in order to probe selective stem and suffix identification in morphologically structured pseudowords (e.g., stem + suffix pseudowords such as softity embedded in nonstem + suffix pseudowords such as trumess ). Neural responses at the oddball frequency and harmonics were analyzed at the sensor level using non-parametric cluster-based permutation tests. As expected, results in the manipulation-check condition revealed a word-selective response reflected by a predominantly left-lateralized cluster that emerged over temporal, parietal, and occipital sensors in both children and adults. However, across the experimental conditions, results yielded a differential pattern of oddball responses in developing and skilled readers. Children displayed a significant response that emerged in a mostly central occipital cluster for the condition tracking stem identification in the presence of suffixes (e.g., softity vs. trumess ). In contrast, adult participants showed a significant response that emerged in a cluster located in central and left occipital sensors for the condition tracking suffix identification in the presence of stems (e.g., softity vs. stopust ). The present results suggest that while the morpheme identification system in Grade 5–6 children is not yet adult-like, it is sufficiently mature to automatically analyze the morphemic structure of novel letter strings. These findings are discussed in the context of theoretical accounts of morphological processing across reading development.
Publisher: Informa UK Limited
Date: 06-2023
Publisher: American Psychological Association (APA)
Date: 12-2016
DOI: 10.1037/XHP0000273
Abstract: Studies have shown that letter position processing changes as reading develops. Whether these changes are driven by the development of the orthographic lexicon is currently unclear. In this study, we administered a novel variant of the Reicher-Wheeler task to children aged 7-12 years (Experiment 1) and adults (Experiment 2) to clarify the role of the developing lexicon in letter position processing. The task required participants to report the identity of a letter at a specified position within 3 orthographic contexts: anagram words (e.g., slime - which has the anagram partner, smile), pseudowords (e.g., blire - brile), and illegal nonwords (e.g., bfgsv - bsgfv). The influence of a reader's whole-word orthographic representations was investigated by comparing the performance of words to pseudowords (word superiority effect or WSE), and the influence of their knowledge of orthotactic constraints was investigated by comparing pseudowords to illegal nonwords (pseudoword superiority effect or PSE). While the PSE increased with developing orthographic skills (as indexed by irregular word reading) in primary schoolchildren, the WSE emerged only in adult readers. Furthermore, the size of the WSE increased with orthographic skill in adults. The findings are discussed in regards to current models and theories of visual word recognition and reading development. (PsycINFO Database Record
Publisher: Wiley
Date: 05-02-2010
DOI: 10.1002/WCS.16
Abstract: In this article, we review research into the underlying deficits associated with the failure to learn to read normally, or developmental dyslexia . We focus on the heterogeneity within this broad category of disorder and on the relationship between the proposed deficits and the acquisition of specific kinds of reading skill. We also distinguish between ‘high‐level’ cognitive or language deficits associated with developmental dyslexia and ‘low‐level’ perceptual or neurological deficits. We conclude that the mixed and sometimes contradictory sets of findings associated with most of the proposed deficits reveal something important: that there is no single cause of developmental dyslexia and that it is likely that multiple causes interact in complex ways to impair reading acquisition. Copyright © 2010 John Wiley & Sons, Ltd. This article is categorized under: Psychology Brain Function and Dysfunction Neuroscience Behavior
Publisher: PeerJ
Date: 09-11-2016
DOI: 10.7717/PEERJ.2669
Abstract: There is evidence that poor readers are at increased risk for various types of low self-concept—particularly academic self-concept. However, this evidence ignores the heterogeneous nature of poor readers, and hence the likelihood that not all poor readers have low self-concept. The aim of this study was to better understand which types of poor readers have low self-concept. We tested 77 children with poor reading for their age for four types of self-concept, four types of reading, three types of spoken language, and two types of attention. We found that poor readers with poor attention had low academic self-concept, while poor readers with poor spoken language had low general self-concept in addition to low academic self-concept. In contrast, poor readers with typical spoken language and attention did not have low self-concept of any type. We also discovered that academic self-concept was reliably associated with reading and receptive spoken vocabulary, and that general self-concept was reliably associated with spoken vocabulary. These outcomes suggest that poor readers with multiple impairments in reading, language, and attention are at higher risk for low academic and general self-concept, and hence need to be assessed for self-concept in clinical practice. Our results also highlight the need for further investigation into the heterogeneous nature of self-concept in poor readers.
Publisher: Informa UK Limited
Date: 15-07-2009
Publisher: Wiley
Date: 22-03-2018
DOI: 10.1111/COGS.12571
Abstract: The self-teaching hypothesis describes how children progress toward skilled sight-word reading. It proposes that children do this via phonological recoding with assistance from contextual cues, to identify the target pronunciation for a novel letter string, and in so doing create an opportunity to self-teach new orthographic knowledge. We present a new computational implementation of self-teaching within the dual-route cascaded (DRC) model of reading aloud, and we explore how decoding and contextual cues can work together to enable accurate self-teaching under a variety of circumstances. The new model (ST-DRC) uses DRC's sublexical route and the interactivity between the lexical and sublexical routes to simulate phonological recoding. Known spoken words are activated in response to novel printed words, triggering an opportunity for orthographic learning, which is the basis for skilled sight-word reading. ST-DRC also includes new computational mechanisms for simulating how contextual information aids word identification, and it demonstrates how partial decoding and ambiguous context interact to achieve irregular-word learning. Beyond modeling orthographic learning and self-teaching, ST-DRC's performance suggests new avenues for empirical research on how difficult word classes such as homographs and potentiophones are learned.
Publisher: Springer Science and Business Media LLC
Date: 17-04-2015
DOI: 10.3758/S13423-015-0835-2
Abstract: Orthographic depth has been studied intensively as one of the sources of cross-linguistic differences in reading, and yet there has been little detailed analysis of what is meant by orthographic depth. Here we propose that orthographic depth is a conglomerate of two separate constructs: the complexity of print-to-speech correspondences and the unpredictability of the derivation of the pronunciations of words on the basis of their orthography. We show that on a linguistic level, these two concepts can be dissociated. Furthermore, we make different predictions about how the two concepts would affect skilled reading and reading acquisition. We argue that refining the definition of orthographic depth opens up new research questions. Addressing these can provide insights into the specific mechanisms by which language-level orthographic properties affect cognitive processes underlying reading.
Publisher: Psychology Press
Date: 02-06-2003
Publisher: Cambridge University Press (CUP)
Date: 02-11-2012
DOI: 10.1017/JSE.2012.11
Abstract: The focus of this paper is on the assessment of the two main processes that children must acquire at the single word reading level: word recognition (lexical) and decoding (nonlexical) skills. Guided by the framework of the dual route model, this study aimed to (1) investigate the impact of item characteristics on test performance, and (2) determine to what extent widely used reading measures vary in their detection of lexical and nonlexical reading difficulties. Thirty children with reading difficulties were administered selected reading subtests from the Woodcock-Johnson III, the Wechsler In idual Achievement Test – Second Edition, the Castles and Coltheart Reading Test 2 (CC2), as well as a measure of nonverbal IQ. Both within-subjects analyses and descriptive data are presented. Results suggest that in comparison to a pure measure of irregular word reading, children with reading difficulties perform better on word identification subtests containing both regular and irregular word items. Furthermore, certain characteristics (e.g., length, similarity to real words) appear to influence the level of difficulty of nonword items and tests. The CC2 subscales identified the largest proportions of children with reading difficulties. Differences between all test scores were of statistical and clinical significance. Clinical and theoretical implications are discussed.
Publisher: Springer Science and Business Media LLC
Date: 20-08-2015
DOI: 10.3758/S13423-015-0927-Z
Abstract: Masked priming studies have repeatedly provided evidence for a form-based morpho-orthographic segmentation mechanism that blindly decomposes any word with the mere appearance of morphological complexity (e.g., corn + er). This account has been called into question by Baayen et al. Psychological Review, 118, 438-482 (2011), who pointed out that the prime words previously tested in the morpho-orthographic condition vary in the extent to which the suffix conveys regular meaning. In the present study, we investigated whether evidence for morpho-orthographic segmentation can be obtained with a set of tightly controlled prime words that are entirely semantically opaque. Using a visual lexical decision task, we compared priming from truly suffixed primes (hunter-HUNT), completely opaque pseudo-suffixed primes (corner-CORN), and non-suffixed primes (cashew-CASH). The results show comparable magnitudes of priming for the truly suffixed and pseudo-suffixed primes, and no priming from non-suffixed primes, and therefore provide further important evidence in support of morpho-orthographic segmentation processes operating in the absence of any possible role for semantics.
Publisher: Springer Science and Business Media LLC
Date: 09-02-2016
DOI: 10.1038/NCOMMS10507
Abstract: Ticks transmit more pathogens to humans and animals than any other arthropod. We describe the 2.1 Gbp nuclear genome of the tick, Ixodes scapularis (Say), which vectors pathogens that cause Lyme disease, human granulocytic anaplasmosis, babesiosis and other diseases. The large genome reflects accumulation of repetitive DNA, new lineages of retro-transposons, and gene architecture patterns resembling ancient metazoans rather than pancrustaceans. Annotation of scaffolds representing ∼57% of the genome, reveals 20,486 protein-coding genes and expansions of gene families associated with tick–host interactions. We report insights from genome analyses into parasitic processes unique to ticks, including host ‘questing’, prolonged feeding, cuticle synthesis, blood meal concentration, novel methods of haemoglobin digestion, haem detoxification, vitellogenesis and prolonged off-host survival. We identify proteins associated with the agent of human granulocytic anaplasmosis, an emerging disease, and the encephalitis-causing Langat virus, and a population structure correlated to life-history traits and transmission of the Lyme disease agent.
Publisher: Elsevier BV
Date: 02-1999
Abstract: There is widespread support for the notion that subgroups of dyslexics can be identified who differ in their reading profiles: Developmental phonological dyslexia is characterized by poor nonword reading, while developmental surface dyslexia is distinguished by a particular difficulty in reading irregular words. However, there is much less agreement about how these subtypes, and particularly the surface dyslexic pattern, are to be accounted for within theoretical models of the reading system. To assist in addressing this issue, the heritability of reading deficits in dyslexic subtypes was examined using a twin s le. Subjects' scores on (a) an exception word reading task and (b) a nonword reading task were used to create a subtype dimension, and surface and phonological dyslexic subgroups were selected from the ends of this distribution. Reading deficits were found to be significantly heritable in both subgroups. However, the genetic contribution to the group reading deficit was much greater in the phonological dyslexics than in the surface dyslexics. The finding of differential genetic etiology across subtypes suggests that there is at least partial independence in the development of the cognitive processes involved in reading exception words and nonwords. Also, the results support accounts of surface dyslexia which emphasize a strong environmental contribution.
Publisher: Elsevier BV
Date: 02-2019
DOI: 10.1016/J.NEURON.2019.01.004
Abstract: Neuroethics is central to the Australian Brain Initiative's aim to sustain a thriving and responsible neurotechnology industry. Diverse and inclusive community and stakeholder engagement and a trans-disciplinary approach to neuroethics will be key to the success of the Australian Brain Initiative.
Publisher: Wiley
Date: 26-02-2013
DOI: 10.1111/JPC.12126
Abstract: To explore the link between pre-school children's general home computer use and their letter knowledge. As part of the Early Language in Victoria Study, a community cohort of 1539 four-year-old children was tested on letter knowledge as well as on non-verbal intelligence, oral language, articulation and phonological awareness. Performance on these measures was examined in relation to parent-questionnaire responses exploring home literacy environment and the amount of time children spent using the computer. A positive correlation between computer use and letter knowledge was found, and this association was still evident after controlling for other cognitive and environmental factors known to predict the development of letter knowledge in young children. Greater computer use in pre-school children appears to have a positive association with emerging literacy development. Future research needs to examine the nature of that association.
Publisher: The Royal Society
Date: 19-01-2014
Abstract: The discipline of cognitive neuropsychology has been important for informing theories of cognition and describing the nature of acquired cognitive disorders, but its applicability in a developmental context has been questioned. Here, we revisit this issue, asking whether the cognitive neuropsychological approach can be helpful for exploring the nature and causes of developmental disorders and, if so, how. We outline the key features of the cognitive neuropsychological approach, and then consider how some of the major challenges to this approach from a developmental perspective might be met. In doing so, we distinguish between challenges to the methods of cognitive neuropsychology and those facing its deeper conceptual underpinnings. We conclude that the detailed investigation of patterns of both associations and dissociations, and across both developmental and acquired cases, can assist in describing the cognitive deficits within developmental disorders and in delineating possible causal pathways to their acquisition.
Publisher: Informa UK Limited
Date: 17-05-2022
Publisher: Wiley
Date: 13-06-2021
DOI: 10.1002/RRQ.426
Abstract: There is good evidence for an association between poor reading and anxiety, but the mechanisms responsible for this association are currently unknown. In this study, we used structural equation modeling of four large longitudinal databases from the United Kingdom ( n = 7,870), the United States ( n s = 8,001 and 7,160), and Australia ( n = 768) to explore relations between reading and emotional health across childhood. We found that emotional health at age 5 was not related to reading at age 7 but that reading at 7 was related to emotional health at age 9 or 11. We also found that reading, behavior, and attention may be related across development. These findings suggest a working hypothesis that poor reading may have an influence on emotional health rather than vice versa.
Publisher: Informa UK Limited
Date: 02-01-2015
Publisher: Wiley
Date: 14-11-2018
Publisher: Wiley
Date: 12-12-2012
Publisher: Informa UK Limited
Date: 02-2013
DOI: 10.1080/02643294.2013.784192
Abstract: The aim of this study was to better understand the heterogeneity of developmental dyslexia by identifying the most common deficits in the reading systems of children with dyslexia with different poor word reading profiles. We classified the word reading profiles of 138 children with developmental dyslexia using nonword and irregular-word reading tests and then used independent experimental tests to explore the cognitive deficits within their word reading systems. The most common deficit associated with primary sublexical impairment (i.e., poor nonword reading) was poor grapheme-phoneme conversion (GPC) knowledge. The most common deficits associated with primary lexical impairment (i.e., poor irregular-word reading) were an impaired orthographic lexicon plus impaired links between this lexicon and the phonological lexicon and semantic knowledge. Finally, the most common deficits associated with mixed reading impairment (i.e., poor nonword reading and poor irregular-word reading) were poor GPC knowledge, an impaired orthographic lexicon, poor links between this lexicon and the phonological lexicon and semantic knowledge, and poor phonological output. We discuss the implications of these findings for theories of reading and for the diagnosis and treatment of dyslexia.
Publisher: Elsevier BV
Date: 06-2019
Publisher: SAGE Publications
Date: 08-2023
DOI: 10.1177/17470218221113949
Abstract: Do readers benefit from their knowledge of the phonological form and meaning of stems when seeing them embedded in morphologically complex words for the first time in print? This question was addressed using a word learning paradigm. Participants were trained on novel spoken word stems and their meanings (“tump”). Following training, participants then saw the novel stems for the first time in print, either in combination with a real affix ( tumpist, tumpor) or with a non-affix ( tumpel, tumpain). Untrained items were also included to test whether the affix effect was modulated by the prior training of the spoken word stems. First, the complex words were embedded in meaningful sentences which participants read as their eye movements were recorded (first orthographic exposure). Second, participants were asked to read aloud and spell each in idual complex novel word (second orthographic exposure). Participants spent less time fixating on words that included trained stems compared with untrained stems. However, the training effect did not change depending on whether stems were accompanied by a real affix or a non-affix. In the reading aloud and spelling tasks, there was no effect of training, suggesting that the effect of oral vocabulary training did not extend beyond the initial print exposure. The results indicate that familiarity with spoken stems influences how complex words containing those stems are processed when being read for the first time. Our findings highlight the flexibility and adaptability of the morphological processing system to novel complex words during the first print exposure.
Publisher: Informa UK Limited
Date: 1996
Abstract: Recently, there have been several reports of developmental analogues of the specific orthographic processing deficits observed in acquired surface dyslexics (Goulandris & Snow ling, 1991 Hanley, Hastie, & Kay, 1992). How ever, very little has been discovered about w hat basic cognitive deficits might be associated w ith this particular kind of reading disorder. This paper describes the case of MI, a 10-year-old boy w ith a high IQ and no known history of neurological impairment. He demonstrates extremely poor performance for his age and reading level on irregular word reading tasks, but performs normally on nonword and regular word tasks. His performance on a series of homophone selection tasks suggests an impairment at the orthographic input level. The results of various tests of associated cognitive abilities conducted on MI suggest that this impairment is not associated either with phonological awareness deficits or with the visual memory problems proposed by Goulandris and Snowling (1991).
Publisher: Cambridge University Press
Date: 26-11-2015
Publisher: Informa UK Limited
Date: 10-10-2016
Publisher: SAGE Publications
Date: 07-2012
DOI: 10.1080/17470218.2012.656661
Abstract: Masked priming studies with adult readers have provided evidence for a form-based morpho-orthographic segmentation mechanism that “blindly” decomposes any word with the appearance of morphological complexity. The present studies investigated whether evidence for structural morphological decomposition can be obtained with developing readers. We used a masked primed lexical decision design first adopted by Rastle, Davis, and New (2004), comparing truly suffixed ( golden–GOLD) and pseudosuffixed ( mother–MOTH) prime–target pairs with nonsuffixed controls ( spinach–SPIN). Experiment 1 tested adult readers, showing that priming from both pseudo- and truly suffixed primes could be obtained using our own set of high-frequency word materials. Experiment 2 assessed a group of Year 3 and Year 5 children, but priming only occurred when prime and target shared a true morphological relationship, and not when the relationship was pseudomorphological. This pattern of results indicates that morpho-orthographic decomposition mechanisms do not become automatized until a relatively late stage in reading development.
Publisher: Elsevier BV
Date: 2012
DOI: 10.1016/J.COGNITION.2011.09.003
Abstract: There is increasing evidence of a relationship between orthographic processing skill, or the ability to form, store and access word representations, and reading ability. Empirical research to date has not, however, clarified the direction of this relationship. We examined this question in a three-year longitudinal study of children from Grades 1 to 3. We included standard measures of orthographic processing skill, at both the lexical and sublexical level, and word reading accuracy, as well as controls of vocabulary, non-verbal reasoning, and phonological awareness. In all analyses, word reading predicted progress in acquiring orthographic processing skill, regardless of grade level or orthographic processing measure. In contrast, orthographic processing skill did not predict progress in word reading. Our results suggest that, between Grades 1 and 3, children acquire orthographic processing skill through their reading and that this ability, as characterized by the most common tasks used to date, does not play an independent role in supporting reading acquisition.
Publisher: Elsevier BV
Date: 11-2016
DOI: 10.1016/J.NEURON.2016.10.038
Abstract: A proposal for an Australian Brain Initiative (ABI) is under development by members of the Australian Brain Alliance. Here we discuss the goals of the ABI, its areas of research focus, its context in the Australian research setting, and its necessity for ensuring continued success for Australian brain research.
Publisher: SAGE Publications
Date: 09-2012
DOI: 10.1080/17470218.2012.672437
Abstract: Models of morphological processing make different predictions about whether morphologically complex written words are initially decomposed and recognized on the basis of their morphemic subunits or whether they can directly be accessed as whole words and at what point semantics begin to influence morphological processing. In this study, we used unprimed and masked primed lexical decision to compare truly suffixed ( darkest) and pseudosuffixed words ( glossary) with within-boundary ( d ra kest/g ol ssary) to across-boundary ( dar ek st/glos as ry) letter transpositions. Significant transposed-letter similarity effects were found independently of the morphological position of the letter transposition, demonstrating that, in English, morphologically complex whole-word representations can be directly accessed at initial word processing stages. In a third masked primed lexical decision experiment, the same materials were used in the context of stem target priming, and it was found that truly suffixed primes facilitate the recognition of their stem-target ( darkest–DARK) to the same extent as pseudosuffixed primes ( glossary–GLOSS), which is consistent with theories of early morpho-orthographic decomposition. Taken together, our findings provide evidence for both whole-word access and morphological decomposition at initial stages of visual word recognition and are discussed in the context of a hybrid account.
Publisher: Wiley
Date: 17-01-2006
Publisher: Informa UK Limited
Date: 12-2006
DOI: 10.1080/02643290600814624
Abstract: An influential theory of dyslexia is based on the premise that in iduals with the disorder have impaired sensitivity to rapidly changing stimuli in the visual and auditory modalities, due to a dysfunction in the magnocellular channel of the visual system and its analogue in the auditory pathway. The deficit in the auditory system is thought to cause difficulties in the segmentation of speech and the formation of accurate phonological representations, leading to problems in making the grapheme-phoneme correspondences necessary for reading. In a s le of 13 adults with a history of severe reading difficulty and 18 controls, visual contrast thresholds were measured in response to an 8-Hz flickering Gaussian blob as well as a slowly modulated 8 cycles/deg Gaussian windowed grating. Auditory thresholds were measured in response to a 4-s burst of white noise, the 2nd or 3rd second of which was litude modulated at 100 Hz or 1 Hz. The adult reading difficulty group exhibited normal thresholds to rapidly changing stimuli in both modalities and to the slowly modulated visual stimulus, but some showed reduced sensitivity to the 1-Hz litude-modulated auditory stimulus. Sensitivity to litude modulation at slower rates has been shown to be important for segmentation of the speech stream and so may be implicated in the reading difficulty of the affected in iduals. A magnocellular deficit cannot explain this impaired sensitivity, which may be the result of a reduced echoic memory span.
Publisher: Elsevier BV
Date: 05-2005
DOI: 10.1016/J.BANDL.2004.09.006
Abstract: The cerebral hemispheres have been proposed to engage different word recognition strategies: the left hemisphere implementing a parallel, and the right hemisphere, a sequential, analysis. To investigate this notion, we asked participants to name words with an early or late orthographic uniqueness point (OUP), presented horizontally to their left (LVF), right (RVF), or both fields of vision (BVF). Consistent with past foveal research, Experiment 1 produced a robust facilitatory effect of early OUP for RVF/BVF presentations, indicating the presence of sequential processes in lexical retrieval. The effect was absent for LVF trials, which we argue results from the disadvantaged position of initial letters of words presented in the LVF. To test this proposition, Experiment 2 assessed the discriminability of various letter positions in the visual fields using a bar-probe task. The obtained error functions highlighted the poor discriminability of initial letters in the LVF and latter letters in the RVF. To confirm that this asymmetry in initial letter acuity was responsible for the absent OUP effect for LVF presentations, Experiment 3 replicated Experiment 1 using vertical stimulus presentations. Results indicated a marked facilitatory effect of early OUP across visual fields, supporting our contention that the lack of OUP effect for LVF presentations in Experiment 1 resulted from poor discriminability of the initial letters. These findings confirm the presence of sequential processes in both left and right hemisphere word recognition, casting doubt on parallel models of word processing.
Publisher: Informa UK Limited
Date: 22-10-2014
Publisher: Springer Science and Business Media LLC
Date: 29-06-2011
DOI: 10.3758/S13423-011-0120-Y
Abstract: The present experiments were designed to explore the theory of early morpho-orthographic segmentation (Rastle, Davis, & New, Psychonomic Bulletin & Review 11,1090-1098, 2004), which postulates that written words with a true morphologically complex structure (cleaner) and those with a morphological pseudostructure (corner) are both decomposed into affix and stem morphemes. We used masked complex transposed-letter (TL) nonword primes in a lexical decision task. Experiment 1 replicated the well-known masked TL-priming effect using monomorphemic nonword primes (e.g., wran-WARN). Experiment 2 used the same nonword TL stems as in Experiment 1, but combined them with real suffixes (e.g., ish as in wranish-WARN). Priming was compared with that from nonsuffixed primes in which the real suffixes were replaced with nonmorphemic endings (e.g., el as in wranel-WARN). Significant priming was found in the suffixed but not in the nonsuffixed condition, suggesting that affix-stripping occurs at prelexical stages in visual word recognition and operates over early letter-position encoding mechanisms.
Publisher: Elsevier BV
Date: 12-2012
DOI: 10.1016/J.NEUROPSYCHOLOGIA.2012.07.016
Abstract: We report the first three cases of selective developmental letter position dyslexia in English. Although the parents and teachers of the children were concerned about these children's reading, standard tests did not reveal their deficit. It was only when the appropriate target words were presented, in this case, migratable words, that their letter position dyslexia was detected. Whereas previous research has described cases with acquired and developmental forms of letter position dyslexia in Hebrew and Arabic readers, this is the first report of this type of reading disorder in English. The cardinal symptom of letter position dyslexia is the migration of letters within the word (reading slime as 'smile' pirates as 'parties'). These migration errors occur in reading aloud as well as in tasks of silent reading. This study provides further evidence that migration errors emerge at the level of early visual-orthographic analysis, in the letter position encoding function. Alternative explanations for the occurrence of migration errors such as poor phonological processing or a deficit in the orthographic input lexicon are ruled out.
Publisher: Informa UK Limited
Date: 04-1999
Publisher: SAGE Publications
Date: 15-03-2018
Abstract: It is well-established that poor readers exhibit deficits in paired associate learning (PAL), and there is increasing evidence for a phonological locus of these deficits. However, it remains unclear whether poor performance stems from difficulties specific to the phonological output system or difficulties that affect both phonological input and output processes. Understanding these deficits is important not only in the context of PAL but also for informing broader theories of typical and atypical reading development. We developed a novel paradigm that allowed us to assess PAL in the presence and absence of phonological output demands. In total, 14 poor readers and 14 age-matched controls were first trained to criterion in verbal-visual PAL before being tested in the visual-verbal direction. The results showed that poor readers learned at the same rate as controls in verbal-visual PAL, even when the nonword stimuli were phonologically confusable. Yet, despite having reached the same criterion as controls in verbal-visual PAL, poor readers exhibited robust impairments for those same paired associates in visual-verbal PAL. The overall pattern of results is most consistent with the conclusion that PAL deficits reflect impairments to the phonological output system however, results that may challenge this interpretation are also discussed.
Publisher: Elsevier BV
Date: 1997
Publisher: American Psychological Association (APA)
Date: 2011
DOI: 10.1037/A0024668
Abstract: A controversial question in reading research is whether dyslexia is associated with impairments in the magnocellular system and, if so, how these low-level visual impairments might affect reading acquisition. This study used a novel chromatic flicker perception task to specifically explore temporal aspects of magnocellular functioning in 40 children with dyslexia and 42 age-matched controls (aged 7-11). The relationship between magnocellular temporal resolution and higher-level aspects of visual temporal processing including inspection time, single and dual-target (attentional blink) RSVP performance, go/no-go reaction time, and rapid naming was also assessed. The Dyslexia group exhibited significant deficits in magnocellular temporal resolution compared with controls, but the two groups did not differ in parvocellular temporal resolution. Despite the significant group differences, associations between magnocellular temporal resolution and reading ability were relatively weak, and links between low-level temporal resolution and reading ability did not appear specific to the magnocellular system. Factor analyses revealed that a collective Perceptual Speed factor, involving both low-level and higher-level visual temporal processing measures, accounted for unique variance in reading ability independently of phonological processing, rapid naming, and general ability.
Publisher: SAGE Publications
Date: 20-06-2023
DOI: 10.1177/17470218221102916
Abstract: Children’s oral vocabulary acquisition is an important aspect of language development that plays a crucial role in reading and literacy development and subsequent academic success. Therefore, it is important to identify and implement evidence-based effective strategies of vocabulary instruction for primary school children. Orthographic facilitation refers to the benefit afforded to word learning by incidentally presenting spellings when new words are introduced. This study aimed to replicate the orthographic facilitation effect in primary school (Grades 1–6) children and further assess whether children in different grades benefitted differently from the presence of orthography during spoken word learning. To do this, 91 children from Grades 1 to 6 were taught novel picture–word pairs with or without spellings. Word learning was assessed during and after training using behavioural and eye-tracking data from picture-naming and picture–word-matching (PWM) tasks. Irrespective of grade, all children experienced a significant orthographic facilitation effect during training. The post-training results were more task dependent with all grades showing a significant orthographic facilitation effect on the picture-naming task, and only Grades 1 to 4 showing a facilitation effect on the PWM task. The theoretical and practical implications of these findings are discussed.
Publisher: Cambridge University Press (CUP)
Date: 23-11-2018
DOI: 10.1017/S0142716418000681
Abstract: Theories of reading development generally agree that, in addition to phonological decoding, some kind of orthographic processing skill underlies the ability to learn to read words. However, there is a lack of clarity as to which aspect(s) of orthographic processing are key in reading development. We test here whether this is orthographic knowledge and/or orthographic learning. Whereas orthographic knowledge has been argued to reflect a child’s existing store of orthographic representations, orthographic learning is concerned with the ability to form these representations. In a longitudinal study of second- and third-grade students, we evaluate the relations between these two aspects of orthographic processing and word-reading outcomes. The results of our analyses show that variance captured by orthographic knowledge overlaps with that of word reading, to the point that they form a single latent word-reading factor. In contrast, orthographic learning is distinctive from this factor. Further, structural equation modeling demonstrates that early orthographic learning was related to gains in word reading skills. We discuss the implications of these findings for theories of word-reading development.
Publisher: Elsevier BV
Date: 09-2018
DOI: 10.1016/J.CORTEX.2018.04.008
Abstract: Surface dyslexia is characterised by poor reading of irregular words while nonword reading can be completely normal. Previous work has identified several theoretical possibilities for the underlying locus of impairment in surface dyslexia. In this study, we systematically investigated whether children with surface dyslexia showed different patterns of reading performance that could be traced back to different underlying levels of impairment. To do this, we tested 12 English readers, replicating previous work in Hebrew (Gvion & Friedmann, 2013 2016 Friedmann & Lukov, 2008 Friedmann & Gvion, 2016). In our s le, we found that poor irregular word reading was associated with deficits at the level of the orthographic input lexicon and with impaired access to meaning and spoken word forms after processing written words in the orthographic input lexicon. There were also children whose surface dyslexia seemed to be caused by impairments of the phonological output lexicon. We suggest that further evidence is required to unequivocally support a fourth pattern where the link between orthography and meaning is intact while the link between orthography and spoken word forms is not functioning. All patterns found were consistent with dual route theory while possible patterns of results, which would be inconsistent with dual route theory, were not detected.
Publisher: SAGE Publications
Date: 2018
DOI: 10.1080/17470218.2017.1362704
Abstract: Much research suggests that words comprising more than one morpheme are decomposed into morphemes in the early stages of visual word recognition. In the present masked primed lexical decision study, we investigated whether or not decomposition occurs for both prefixed and suffixed nonwords and for nonwords which comprise a stem and a non-morphemic ending. Prime–target relatedness was manipulated in three ways: (1) primes shared a semantically transparent morphological relationship with the target (e.g., subcheap-CHEAP, cheapize-CHEAP) (2) primes comprised targets and non-affixal letter strings (e.g., blacheap-CHEAP, cheapstry-CHEAP) and (3) primes were real, complex words unrelated to the target (e.g., miscall-CHEAP, idealism-CHEAP). Both affixed and non-affixed nonwords significantly facilitated the recognition of their stem targets, suggesting that embedded stems are activated independently of whether they are accompanied by a real affix or a non-affix. There was no difference in priming between stems being embedded in initial and final string positions, indicating that embedded stem activation is position-independent. Finally, more priming was observed in the semantically interpretable affixed condition than in the non-affixed condition, which points to a semantic licensing mechanism during complex novel word processing.
Publisher: Informa UK Limited
Date: 27-09-2021
Publisher: Informa UK Limited
Date: 02-02-2015
DOI: 10.1080/02643294.2014.1003536
Abstract: Phonological decoding skill has been proposed to be key to successful sight word learning (orthographic learning). However, little is known about how children with phonological dyslexia, who have impaired phonological decoding, acquire sight words, or why children with surface dyslexia can have normal phonological decoding skill yet impaired sight word acquisition. This study addressed this issue by investigating orthographic learning in two 10-year-old children: S.D., with a reading profile of surface dyslexia, and P.D., with a reading profile of phonological dyslexia. They participated in two experiments exploring the role of phonological decoding and paired-associate learning in orthographic learning. The results showed that, first, P.D.'s orthographic learning ability was better than S.D.'s, despite her phonological decoding skills being poorer. Second, S.D. showed impaired paired-associate learning abilities while P.D. did not. Overall, the results indicate that phonological decoding ability does not translate directly to orthographic learning ability, and that paired-associate learning ability may also be associated with success in orthographic learning.
Publisher: Informa UK Limited
Date: 05-2009
Publisher: Informa UK Limited
Date: 12-1998
Publisher: SAGE Publications
Date: 02-2003
DOI: 10.1080/02724980244000341
Abstract: Words with an early or late orthographic uniqueness point and nonwords with an early or late orthographic deviation point were presented to the left, right, or both visual fields simultaneously. In Experiment 1, 20 participants made lexical decision judgements to horizontal stimulus presentations. In Experiment 2, a further 20 participants completed the task using vertical presentations to control for attentional biases. Consistent with previous research, words with earlier orthographic uniqueness points prompted faster responses across visual fields, regardless of stimulus orientation. Although research has suggested that the left hemisphere's superiority for language processing stems from a comparatively parallel processing strategy, with the right hemisphere reliant upon a serial mechanism, left and right visual field presentations were not differentially affected by orthographic uniqueness point. This suggests that differential sequential effects previously reported result during processes other than retrieval from the lexicon. The overall right visual field advantage observed using horizontal presentations disappeared when stimuli were presented vertically. Contrary to expectations, there was a facilitatory effect of late orthographic deviation point for horizontal nonword presentations. Overall, the results were interpreted as being consistent with predictions of a cohort model of word recognition, and they highlighted the effect of stimulus orientation on left and right hemisphere word recognition.
Publisher: Elsevier BV
Date: 11-2019
DOI: 10.1016/J.CORTEX.2019.08.004
Abstract: A visual attention span (VAS) deficit has been widely reported in the Developmental Dyslexia (DD) literature, however, consensus regarding what underlies this problem and the nature of its relationship with reading ability remains elusive. Thirty-two children with DD (15 females) were compared with 23 age matched (12 females) and 17 reading matched controls (9 females) on the combined Theory of Visual Attention (CombiTVA) paradigm with traditional letter and novel symbol conditions. The DD group performed more slowly than the age matched controls in terms of processing speed, but similarly to reading matched controls. Moderation analyses revealed that the difference between the DD group and age matched controls was driven by children with equivalent, or relatively poorer, lexical compared with sublexical reading profiles. Results suggest that reduced processing speed indexes reading immaturity, particularly in DD in iduals with relative lexical reading deficits, rather than being a unique contributor to reading dysfunction.
Publisher: American Psychological Association (APA)
Date: 2021
DOI: 10.1037/XLM0000808
Abstract: It is well known that information from spoken language is integrated into reading processes, but the nature of these links and how they are acquired is less well understood. Recent evidence has suggested that predictions about the written form of newly learned spoken words are already generated prior to print exposure. We extend this work to morphologically complex words and ask whether the information that is available in spoken words goes beyond the mappings between phonology and orthography. Adults were taught the oral form of a set of novel morphologically complex words (e.g., "neshing", "neshed", "neshes"), with a 2nd set serving as untrained items. Following oral training, participants saw the printed form of the novel word stems for the first time (e.g.,
Publisher: SAGE Publications
Date: 06-2018
Abstract: There is intense public interest in questions surrounding how children learn to read and how they can best be taught. Research in psychological science has provided answers to many of these questions but, somewhat surprisingly, this research has been slow to make inroads into educational policy and practice. Instead, the field has been plagued by decades of “reading wars.” Even now, there remains a wide gap between the state of research knowledge about learning to read and the state of public understanding. The aim of this article is to fill this gap. We present a comprehensive tutorial review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. We explain why phonics instruction is so central to learning in a writing system such as English. But we also move beyond phonics, reviewing research on what else children need to learn to become expert readers and considering how this might be translated into effective classroom practice. We call for an end to the reading wars and recommend an agenda for instruction and research in reading acquisition that is balanced, developmentally informed, and based on a deep understanding of how language and writing systems work.
Publisher: American Psychological Association (APA)
Date: 11-2008
DOI: 10.1037/A0013357
Abstract: The current research uses a novel methodology to examine the role of semantics in reading aloud. Participants were trained to read aloud 2 sets of novel words (i.e., nonwords such as bink): some with meanings (semantic) and some without (nonsemantic). A comparison of reading aloud performance between these 2 sets of novel words was used to provide an indicator of the importance of semantic information in reading aloud. In Experiment 1, in contrast to expectations, reading aloud performance was not better for novel words in the semantic condition. In Experiment 2, the training of novel words was modified to reflect more realistic steps of lexical acquisition: Reading aloud performance became faster and more accurate for novel words in the semantic condition, but only for novel words with inconsistent pronunciations. This semantic advantage for inconsistent novel words was again observed when a subset of participants from Experiment 2 was retested 6-12 months later (in Experiment 3). These findings provide support for a limited but significant role for semantics in the reading aloud process.
Publisher: PeerJ
Date: 07-0005
DOI: 10.7717/PEERJ.922
Publisher: Elsevier BV
Date: 09-2001
DOI: 10.1016/S0010-0277(01)00129-9
Abstract: Recently, Cestnick and Coltheart (Cognition 71 (1999) 231) have reported evidence of abnormal performance on the Ternus apparent motion task in dyslexics. We demonstrate that some aspects of their data may be accounted for by more frequent lapses of concentration in the dyslexic group than in controls. We then report on a study in which a modification of the Ternus procedure was employed to simplify the task and to control for the effects of inattention. The results suggest that dyslexics do genuinely differ from normal readers in their perceptual processing.
Publisher: Informa UK Limited
Date: 30-01-2022
Publisher: Elsevier BV
Date: 09-2009
DOI: 10.1016/J.JECP.2008.12.003
Abstract: Knowledge of letter-sound correspondences underpins successful reading acquisition, and yet little is known about how young children acquire this knowledge and what prior information they bring to the learning process. In this study, we used an experimental training design to examine whether either prior letter awareness or prior phonemic awareness directly assists preliterate children in subsequently learning letter-sound correspondences. Here 76 preschoolers received 6weeks of training in either letter awareness, phonemic awareness, or control tasks and then received a further 6weeks of training in either letter-sound correspondences or control tasks. There was limited evidence that prior training in either phoneme or letter awareness directly assisted learning of letter-sound correspondences, although phonemically trained children appeared to show some advantage on recognition tasks. Overall, the data suggest that there is little value in training preschoolers in either letter forms or sounds in isolation in advance of providing instruction on the links between the two.
Publisher: Elsevier BV
Date: 02-2003
DOI: 10.1016/S0042-6989(02)00573-4
Abstract: It has been proposed that developmental dyslexia is associated with a deficit in the magnocellular pathway of the visual system. Other research focuses upon the heterogeneous nature of developmental dyslexia, and evidence that subgroups of dyslexia may be identified based on selective deficits in specific component reading skills. This study tested the hypothesis that visual processing deficits may be present in different subgroups of developmental dyslexia by comparing the visual contrast sensitivity of three subgroups of dyslexic children (phonological, surface and mixed) and controls. The stimulus designed to measure magnocellular visual function was a low spatial frequency Gaussian blob, flickered sinusoidally at a temporal frequency of 8.33 Hz. The control stimulus, designed to measure parvocellular visual function, was a relatively high spatial frequency Gaussian windowed grating (8 c/deg) slowly r ed on and off. There were no significant differences between the groups of dyslexic and control children in contrast sensitivity to either stimulus. The findings do not support the existence of a magnocellular system deficit in dyslexia.
Publisher: Elsevier BV
Date: 07-2018
DOI: 10.1016/J.COGNITION.2018.02.025
Abstract: According to the self-teaching hypothesis (Share, 1995), phonological decoding is fundamental to acquiring orthographic representations of novel written words. However, phonological decoding is not straightforward in non-alphabetic scripts such as Chinese, where words are presented as characters. Here, we present the first study investigating the role of phonological decoding in orthographic learning in Chinese. We examined two possible types of phonological decoding: the use of phonetic radicals, an internal phonological aid, andthe use of Zhuyin, an external phonological coding system. Seventy-three Grade 2 children were taught the pronunciations and meanings of twelve novel compound characters over four days. They were then exposed to the written characters in short stories, and were assessed on their reading accuracy and on their subsequent orthographic learning via orthographic choice and spelling tasks. The novel characters were assigned three different types of pronunciation in relation to its phonetic radical - (1) a pronunciation that is identical to the phonetic radical in isolation (2) a common alternative pronunciation associated with the phonetic radical when it appears in other characters and (3) a pronunciation that is unrelated to the phonetic radical. The presence of Zhuyin was also manipulated. The children read the novel characters more accurately when phonological cues from the phonetic radicals were available and in the presence of Zhuyin. However, only the phonetic radicals facilitated orthographic learning. The findings provide the first empirical evidence of orthographic learning via self-teaching in Chinese, and reveal how phonological decoding functions to support learning in non-alphabetic writing systems.
Publisher: Macquarie Centre for Cognitive Science
Date: 2010
DOI: 10.5096/ASCS200944
Publisher: Frontiers Media SA
Date: 02-02-2023
Abstract: Written words are everywhere. Learning to read is one of the main tasks of our early school years, and the ability to read opens up a world of possibilities—we can absorb ourselves in stories, remind ourselves of important information, and learn new things. But few of us think about what we are actually doing as we read. Moving the eyes is essential for reading. For instance, to read this sentence, you probably began by looking at the first word before moving your eyes to each word in turn. All the while, you are working hard to recognize and understand each word. In this article, you will learn about why eye movements are a necessary part of reading, how they are measured, what they tell scientists about what is happening in the mind during reading, and how they change as children grow into adults.
Publisher: Wiley
Date: 29-03-2022
DOI: 10.1111/CDEV.13753
Abstract: This study explored whether a daytime nap aids children's acquisition of letter-sound knowledge, which is a fundamental component for learning to read. Thirty-two preschool children in Sydney, Australia (M
Publisher: Informa UK Limited
Date: 10-2001
Publisher: American Psychological Association (APA)
Date: 09-2018
DOI: 10.1037/XLM0000524
Abstract: This research examines the acquisition of letter-position processing. Study 1 investigated letter-position processing in Grades 1-6 and adult readers, using the occurrence of specific error types as the outcome measure. Between Grades 1 and 2, there was a shift from making more other-word to making more letter-position errors. This shift was a function of reading proficiency, not of years of reading instruction. Based on the multiple-route model of reading development (Grainger, Lété, Bertand, Dufau, & Ziegler, 2012), we argue that the fact that children make fewer other-word errors (i.e., mostly letter-identity errors) opens up the opportunity for them to make "the more advanced" letter-position errors. Finally, skilled adult readers still made fewer letter-position errors than typical readers in Grade 6, suggesting that the acquisition process is not finalized by the end of primary school. In Study 2, we directly compared letter-position processing with letter-identity processing. Thirty children in Grade 3 and 30 children in Grade 4 read aloud words with and without higher-frequency distractors. Children more often misread a word with a higher-frequency distractor than without such a distractor and this effect was stronger for below-average than for above-average readers. Converging with the results of Study 1, we found that a letter-position distractor is more disruptive than a letter-identity distractor. These results confirm that the acquisition of letter-position processing lags behind of that of letter-identity processing. The results are discussed within the framework of the Lexical Tuning Hypothesis (Castles, Davis, Cavalot, & Forster, 2007), which stresses the importance of feedback between letter (identity and position) coding and (developing) orthographic representations. (PsycINFO Database Record
Publisher: SAGE Publications
Date: 10-2013
Abstract: The aims of this study were to (a) compare sight word training and phonics training in children with dyslexia, and (b) determine if different orders of sight word and phonics training have different effects on the reading skills of children with dyslexia. One group of children ( n = 36) did 8 weeks of phonics training (reading via grapheme–phoneme correspondence rules) and then 8 weeks of sight word training (reading irregular words as a whole), one group did the reverse ( n = 36), and one group did phonics and sight word training simultaneously for two 8-week periods ( n = 32). We measured the effects of phonics and sight word training on sight word reading (trained irregular word reading accuracy, untrained irregular word reading accuracy), phonics reading (nonword reading accuracy, nonword reading fluency), and general reading (word reading fluency, reading comprehension). Sight word training led to significant gains in sight word reading measures that were larger than gains made from phonics training, phonics training led to statistically significant gains in a phonics reading measure that were larger than gains made from sight word training, and both types of training led to significant gains in general reading that were similar in size. Training phonics before sight words had a slight advantage over the reverse order. We discuss the clinical implications of these findings for improving the treatment and assessment of children with dyslexia.
Publisher: Elsevier BV
Date: 03-2017
DOI: 10.1016/J.YEBEH.2016.12.021
Abstract: Children with epilepsy have higher rates of reading difficulties compared to the general population. Reading difficulties are associated with lower academic attainments, higher school drop-out rates, greater risk of unemployment, lower income, and poorer adjustment. We examined the literature dealing with reading in children with the most common type of focal epilepsy, temporal lobe epilepsy (TLE), in relation to: presence of reading difficulties, contributing factors, and efficacy of treatments for reading difficulties. We searched databases (MEDLINE, EMBASE, PsycINFO and PubMed) for studies published before September 2016. Included studies (i) reported on a group of children with TLE, (ii) used a standardized reading test or included a control group, (iii) involved original research published in peer reviewed journals in the English language. Of 2018 citations obtained through literature searches, six met inclusion criteria. Reading accuracy and/or reading comprehension were assessed using different tests. All but one study found statistical evidence of reading difficulties in children with TLE. Only two studies examined relations between cognitive deficits and reading. One found that memory contributed to reading accuracy and comprehension. Another found evidence of a small decline in reading accuracy, which was not associated with a decline in memory post-surgery. Several studies were underpowered, giving false negative findings and not allowing relations between epilepsy factors, underlying cognitive deficits, and reading to be adequately examined. No study examined efficacy of reading intervention in this patient population. We showed that reading difficulties that are present in children with TLE are under researched, yet they have significant functional consequences through childhood and into adulthood. There is an urgent need to identify risk factors and investigate efficacy of treatments for reading difficulties in children with TLE, as this will enable early identification and evidence-based treatment to be delivered in clinical practice.
Publisher: American Speech Language Hearing Association
Date: 12-2004
DOI: 10.1044/1092-4388(2004/093)
Abstract: The relation between reading ability and performance on an auditory temporal pattern discrimination task was investigated in children who were either good or delayed readers. The stimuli in the primary task consisted of sequences of tones, alternating between high and low frequencies. The threshold interstimulus interval (ISI) for discrimination of differences in the temporal properties of the sequences was measured. An ISI threshold was also measured in a control task that was identical to the primary task, except all tones in a control sequence had the same frequency. Delayed readers and good readers were equally able to discriminate the timing of the sequences at short ISIs, for both the primary and control tasks. Furthermore, the ISI thresholds were not correlated with the ability to read either irregular words or nonwords. These results suggest that reading ability is not related to the ability to track large and rapid frequency changes in auditory temporal patterns.
Publisher: Wiley
Date: 15-11-2011
Publisher: Springer Science and Business Media LLC
Date: 17-10-2023
DOI: 10.3758/S13423-022-02185-Y
Abstract: This study used a novel word-training paradigm to examine the integration of spoken word knowledge when learning to read morphologically complex novel words. Australian primary school children including Grades 3–5 were taught the oral form of a set of novel morphologically complex words (e.g., (/vɪbɪŋ/, /vɪbd/, /vɪbz/), with a second set serving as untrained items. Following oral training, participants saw the printed form of the novel word stems for the first time (e.g., vib ), embedded in sentences, while their eye movements were monitored. Half of the stems were spelled predictably and half were spelled unpredictably. Reading times were shorter for orally trained stems with predictable than unpredictable spellings and this difference was greater for trained than untrained items. These findings suggest that children were able to form robust orthographic expectations of the embedded morphemic stems during spoken word learning, which may have occurred automatically without any explicit control of the applied mappings, despite still being in the early stages of reading development. Following the sentence reading task, children completed a reading-aloud task where they were exposed to the novel orthographic forms for a second time. The findings are discussed in the context of theories of reading acquisition.
Publisher: Wiley
Date: 12-07-2017
DOI: 10.1111/DESC.12577
Abstract: There is an established association between children's oral vocabulary and their word reading but its basis is not well understood. Here, we present evidence from eye movements for a novel mechanism underlying this association. Two groups of 18 Grade 4 children received oral vocabulary training on one set of 16 novel words (e.g., 'nesh', 'coib'), but no training on another set. The words were assigned spellings that were either predictable from phonology (e.g., nesh) or unpredictable (e.g., koyb). These were subsequently shown in print, embedded in sentences. Reading times were shorter for orally familiar than unfamiliar items, and for words with predictable than unpredictable spellings but, importantly, there was an interaction between the two: children demonstrated a larger benefit of oral familiarity for predictable than for unpredictable items. These findings indicate that children form initial orthographic expectations about spoken words before first seeing them in print. A video abstract of this article can be viewed at: youtu.be/jvpJwpKMM3E.
Publisher: Wiley
Date: 02-2008
Publisher: American Psychological Association (APA)
Date: 2012
DOI: 10.1037/A0026703
Abstract: Two prominent dual-route computational models of reading aloud are the dual-route cascaded (DRC) model, and the connectionist dual-process plus (CDP+) model. While sharing similarly designed lexical routes, the two models differ greatly in their respective nonlexical route architecture, such that they often differ on nonword pronunciation. Neither model has been appropriately tested for nonword reading pronunciation accuracy to date. We argue that empirical data on the nonword reading pronunciation of people is the ideal benchmark for testing. Data were gathered from 45 Australian-English-speaking psychology undergraduates reading aloud 412 nonwords. To provide contrast between the models, the nonwords were chosen specifically because DRC and CDP+ disagree on their pronunciation. Both models failed to accurately match the experiment data, and both have deficiencies in nonword reading performance. However, the CDP+ model performed significantly worse than the DRC model. CDP++, the recent successor to CDP+, had improved performance over CDP+, but was also significantly worse than DRC. In addition to highlighting performance shortcomings in each model, the variety of nonword responses given by participants points to a need for models that can account for this variety.
Publisher: Informa UK Limited
Date: 05-2009
Publisher: Informa UK Limited
Date: 03-07-2018
Publisher: Informa UK Limited
Date: 05-2009
Publisher: Cambridge University Press (CUP)
Date: 14-03-2012
DOI: 10.1017/S0142716412000057
Abstract: Many studies have previously reported that the recognition of a stem target (e.g., teach ) is facilitated by the prior masked presentation of a prime consisting of a derived form of it (e.g., teacher ). We conducted two lexical decision experiments to investigate masked morphological priming in Spanish. Experiment 1 showed that equal magnitudes of masked stem-target priming are obtained for both morphologically complex word primes (e.g., doloroso-DOLOR [ painful-PAIN ]) and morphologically complex nonword primes that included letter transpositions within the stem (e.g., d lo oroso-DOLOR ). Experiment 2 used morphologically complex nonword primes comprising lexically illegal combinations of stems and suffixes (e.g., total + ito [ a little total ]). Priming was obtained for morphologically related nonword primes (e.g., totalito-TOTAL ), but not for nonword primes that included letter transpositions within the pseudostem (e.g., t to alito-TOTAL ). Our data suggest that morphoorthographic parsing mechanisms benefit from semantic constraints at early stages in the reading system, which we discuss in the context of current morphological processing accounts.
Publisher: UCL Press
Date: 2006
DOI: 10.1080/13603110600574454
Abstract: This review discusses the important contribution made by one particular theoretical model of reading—the dual route model—to the identification and understanding of different varieties of developmental dyslexia. The model itself is first outlined, and the particular types of reading disorder that would be predicted to occur based on this model are described. The evidence for the existence of these patterns of reading disability is then reviewed and advances that have been made in understanding their basis and aetiology are described. Finally, some suggestions are made about how best to take research on heterogeneity in developmental dyslexia forward, moving away from distinct subtypes and more towards model-based reading profiles.
Publisher: Elsevier BV
Date: 11-2010
DOI: 10.1016/J.CORTEX.2010.06.010
Abstract: When two targets are presented within 500 msec of each other in rapid serial visual presentation (RSVP), the accuracy of second target identification is significantly reduced a phenomenon termed the attentional blink. Recent studies have reported that children and adults with dyslexia exhibit deficits tied to the attentional blink however, some ambiguity remains as to the nature of these impairments and how they relate to reading difficulties. The current study aimed to address these issues by examining attentional blink deficits in relation to orthographic, phonological, and fluency aspects of reading impairment. Twenty-two children with dyslexia were compared to 22 children with normally developing reading skills on an attentional blink task with results indicating the dyslexia group exhibited impaired performance regardless of the temporal lag between targets. These deficits appeared tied to general RSVP performance rather than a prolonged attentional blink and differences between groups fell below significance when the influence of general performance factors were controlled for.
Publisher: John Benjamins Publishing Company
Date: 27-07-2017
Publisher: SAGE Publications
Date: 03-2003
Publisher: Elsevier BV
Date: 11-2010
DOI: 10.1016/J.CORTEX.2010.06.016
Abstract: We report two cases of developmental hyperlexia - JY and AD - who performed at normal levels or above in converting print into speech, but who were very impaired in spoken and written word comprehension. Our investigations focussed on whether these cases displayed evidence for normal acquisition of lexical reading skills, as indexed by unimpaired performance for age in reading aloud a set of irregular words, despite poor acquisition of semantic knowledge of the same words. In both cases, this dissociation was evident. The pattern of results was also demonstrated at an item level: the two cases showed no significant differences in reading accuracy for irregular words which they could define than for those which they could not. The results provide further evidence for the existence of a direct-lexical route from orthography to phonology, which is not necessarily mediated by semantic knowledge.
Publisher: Elsevier BV
Date: 02-2008
Publisher: Elsevier BV
Date: 05-2011
DOI: 10.1016/J.JECP.2010.11.005
Abstract: The self-teaching hypothesis proposes that orthographic learning takes place via phonological decoding in meaningful texts, that is, in context. Context is proposed to be important in learning to read, especially when decoding is only partial. However, little research has directly explored this hypothesis. The current study looked at the effect of context on orthographic learning and examined whether there were different effects for novel words given regular and irregular pronunciations. Two experiments were conducted using regular and irregular novel words, respectively. Second-grade children were asked to learn eight novel words either in stories or in a list of words. The results revealed no significant effect of context for the regular items. However, in an orthographic decision task, there was a facilitatory effect of context on irregular novel word learning. The findings support the view that contextual information is important to orthographic learning, but only when the words to be learned contain irregular spelling-sound correspondences.
Publisher: Elsevier BV
Date: 02-2004
DOI: 10.1016/S0010-0277(03)00164-1
Abstract: In this review, we re-assess the evidence that phonological awareness represents a skill specific to spoken language that precedes and directly influences the process of reading acquisition. Longitudinal and experimental training studies are examined in detail, as these are considered most appropriate for exploring a causal hypothesis of this nature. A particular focus of our analysis is the degree to which studies to date have controlled for existing literacy skills in their participants and the influence that these skills might have on performance on phonological awareness tasks. We conclude that no study has provided unequivocal evidence that there is a causal link from competence in phonological awareness to success in reading and spelling acquisition. However, we believe that such a study is possible and outline some ideas for its design and implementation.
Publisher: Springer Science and Business Media LLC
Date: 18-07-2007
Publisher: Elsevier BV
Date: 11-2001
DOI: 10.1016/S0042-6989(01)00176-6
Abstract: We examined whether data demonstrating contrast sensitivity losses in dyslexia that have been interpreted as evidence for loss of magnocellular visual function could be explained by inattention. Computer simulations of observers with poor concentration yielded inflated estimates of threshold that were a constant proportion of the true threshold across spatial frequencies. Data from many, but not all, studies supporting the magnocellular deficit theory are well described by these simulations, which predicted no interaction between observer group and spatial frequency. Some studies have reported significant interactions, but suffer from statistical deficiencies. This compromises some of the evidence for a magnocellular deficit in dyslexia derived from studies of threshold contrast sensitivity.
Publisher: Informa UK Limited
Date: 04-10-2020
Publisher: Elsevier BV
Date: 2011
DOI: 10.1016/J.JECP.2010.07.006
Abstract: Experienced readers show influences of orthographic knowledge on tasks ostensibly tapping phonemic awareness. Here we draw on data from an experimental training study to demonstrate that even preschoolers show influences of their emerging orthographic abilities in such tasks. A total of 40 children were taught some letter-sound correspondences but not others. A selective effect of this training was found on their phonemic awareness task performance for the trained items. These findings point to the multidetermined nature of performance on tasks normally considered as measuring phonemic awareness and have implications for theories of the role of phonemic awareness in reading acquisition.
Publisher: SAGE Publications
Date: 02-2013
DOI: 10.1080/17470218.2012.711843
Abstract: Learning to read fluently involves moving from an effortful phonological decoding strategy to automatic recognition of familiar words. However, little is known about the timing of this transition, or the extent to which children continue to be influenced by phonological factors when recognizing words even as they progress in reading. We explored this question by examining regularity effects in a lexical decision task, as opposed to the more traditionally used reading-aloud task. Children in Grades 3 and 4 made go/no-go lexical decisions on high- and low-frequency regular and irregular words that had been matched for consistency. The children showed regularity effects in their accuracy for low-frequency words, indicating that they were using phonological decoding strategies to recognize unfamiliar words. The size of this effect was correlated with measures of reading ability. However, we found no regularity effects on accuracy for high-frequency words or on response times for either word type, suggesting that even 8-year-old children are already relying predominantly on a direct lexical strategy in their silent reading of familiar words.
Publisher: Wiley
Date: 03-2014
DOI: 10.1111/MILA.12050
Publisher: Ubiquity Press, Ltd.
Date: 2018
DOI: 10.5334/JOC.11
Location: United States of America
Location: United States of America
Location: Australia
No related grants have been discovered for Anne Castles.