Cross-language contributions of rapid automatized naming to reading accuracy and fluency in young adults: evidence from eight languages representing different writing systems

2022 ◽  
Author(s):  
George K. Georgiou ◽  
Claudia Cardoso-Martins ◽  
J. P. Das ◽  
Alberto Falcón ◽  
Miyuki Hosokawa ◽  
...  
Keyword(s):  
Young Adults ◽  
Rapid Automatized Naming ◽  
Writing Systems ◽  
Reading Accuracy ◽  
Cross Language

scholarly journals Eye Movement Measures of Within-Language and Cross-Language Activation During Reading in Monolingual and Bilingual Children and Adults: A Focus on Neighborhood Density Effects

2021 ◽  
Vol 12 ◽  
Author(s):  
Veronica Whitford ◽  
Marc F. Joanisse
Keyword(s):  
Young Adults ◽  
Word Recognition ◽  
Eye Movement ◽  
Neighborhood Density ◽  
Bilingual Children ◽  
Orthographic Neighborhood ◽  
Density Effects ◽  
Orthographic Neighborhood Density ◽  
Cross Language ◽  
L1 And L2

We used eye movement measures of first-language (L1) and second-language (L2) paragraph reading to investigate how the activation of multiple lexical candidates, both within and across languages, influences visual word recognition in four different age and language groups: (1) monolingual children; (2) monolingual young adults; (3) bilingual children; and (4) bilingual young adults. More specifically, we focused on within-language and cross-language orthographic neighborhood density effects, while controlling for the potentially confounding effects of orthographic neighborhood frequency. We found facilitatory within-language orthographic neighborhood density effects (i.e., words were easier to process when they had many vs. few orthographic neighbors, evidenced by shorter fixation durations) across the L1 and L2, with larger effects in children vs. adults (especially the bilingual ones) during L1 reading. Similarly, we found facilitatory cross-language neighborhood density effects across the L1 and L2, with no modulatory influence of age or language group. Taken together, our findings suggest that word recognition benefits from the simultaneous activation of visually similar word forms during naturalistic reading, with some evidence of larger effects in children and particularly those whose words may have differentially lower baseline activation levels and/or weaker links between word-related information due to divided language exposure: bilinguals.

Activation of L1 orthography in L2 word reading: Constraints from language and writing system

2020 ◽  
pp. 026765832092776
Author(s):  
Lin Chen ◽  
Charles A Perfetti ◽  
Xiaoping Fang ◽  
Li-Yun Chang
Keyword(s):  
Second Language ◽  
Word Reading ◽  
First Language ◽  
English Word ◽  
Writing System ◽  
Writing Systems ◽  
Reading Task ◽  
Co Activation ◽  
Cross Language ◽  
Color Judgment

When reading in a second language, a reader’s first language may be involved. For word reading, the question is how and at what level: lexical, pre-lexical, or both. In three experiments, we employed an implicit reading task (color judgment) and an explicit reading task (word naming) to test whether a Chinese meaning equivalent character and its sub-character orthography are activated when first language (L1) Chinese speakers read second language (L2) English words. Because Chinese and English have different spoken and written forms, any cross language effects cannot arise from shared written and spoken forms. Importantly, the experiments provide a comparison with single language experiments within Chinese, which show cross-writing system activation when words are presented in alphabetic Pinyin, leading to activation of the corresponding character and also its sub-character (radical) components. In the present experiments, Chinese–English bilinguals first silently read or made a meaning judgment on an English word. Immediately following, they judged the color of a character (Experiments 1A and 1B) or named it (Experiment 2). Four conditions varied the relation between the character that is the meaning equivalent of the English word and the following character presented for naming or color judgment. The experiments provide evidence that the Chinese meaning equivalent character is activated during the reading of the L2 English. In contrast to the within-Chinese results, the activation of Chinese characters did not extend to the sub-character level. This pattern held for both implicit reading (color judgment) and explicit reading (naming) tasks, indicating that for unrelated languages with writing systems, L1 activation during L2 reading occurs for the specific orthographic L1 form (a single character), mediated by meaning. We conclude that differences in writing systems do not block cross-language co-activation, but that differences in languages limit co-activation to the lexical level.

scholarly journals Tapping to Music Predicts Literacy Skills of First-Grade Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Csaba Kertész ◽  
Ferenc Honbolygó
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Reading Fluency ◽  
Cognitive Abilities ◽  
Word Reading ◽  
Verbal Working Memory ◽  
First Grade ◽  
Literacy Skills ◽  
Rapid Automatized Naming ◽  
Reading Accuracy

The ability to synchronise one’s movements to the sound of a regular beat has been found to be associated with children’s language and reading abilities. Sensorimotor synchronisation or tapping performance can among other factors [e.g., working memory and rapid automatized naming (RAN)] predict phonological awareness and word reading accuracy and fluency of first graders. While tapping tasks that use a simple metronome sound are more often used, applying musical stimuli has the potential advantage of being more engaging and motivating for children. In the present study, we investigated whether tapping to a metronome beat or complex musical stimuli would predict phonological awareness and reading outcomes of Hungarian 6-7-year olds (N=37). We also measured participants’ general cognitive abilities (RAN, non-verbal intelligence and verbal working memory). Our results show that phonological awareness, spelling and reading accuracy were associated with the musical tasks while reading fluency was predicted by the metronome trials. Our findings suggest that complex musical tasks should be considered when investigating this age group, as they were, in general, more effective in predicting literacy outcomes.

scholarly journals The contributions of phonology, orthography, and morphology in Chinese–English biliteracy acquisition

2009 ◽  
Vol 30 (2) ◽  
pp. 291-314 ◽  
Author(s):  
MIN WANG ◽  
CHEN YANG ◽  
CHENXI CHENG
Keyword(s):  
Word Reading ◽  
Unique Contribution ◽  
Writing Systems ◽  
Compound Structure ◽  
Unique Variance ◽  
Pseudoword Reading ◽  
Bilingual Reading ◽  
Morphological Processes ◽  
Character Reading ◽  
Cross Language

ABSTRACTThis study investigated the concurrent contributions of phonology, orthography, and morphology to biliteracy acquisition in 78 Grade 1 Chinese–English bilingual children. Conceptually comparable measures in English and Chinese tapping phonological, orthographic, and morphological awareness were administered. Word reading skill in English and Chinese was also tested. We found that cross-language phonological and morphological transfer occurs when acquiring two different writing systems. Chinese tone and onset awareness explained a significant amount of unique variance in English real-word reading after controlling for English-related variables. Chinese onset awareness alone made a significant unique contribution to variance in English pseudoword reading. Furthermore, English compound structure awareness explained unique variance in Chinese character reading. However, we did not see a significant cross-language transfer at the orthographic level. Taken together, these results suggest that there are shared phonological and morphological processes in bilingual reading acquisition, whereas the orthographic process may be language specific.

Reading Performance of Young Adults With ADHD Diagnosed in Childhood

2016 ◽  
Vol 21 (4) ◽  
pp. 294-304 ◽  
Author(s):  
Ana Miranda ◽  
Jessica Mercader ◽  
M. Inmaculada Fernández ◽  
Carla Colomer
Keyword(s):  
Young Adults ◽  
Reading Disabilities ◽  
Normal Development ◽  
Reading Speed ◽  
Reading Performance ◽  
Self Report ◽  
Early Interventions ◽  
Reading Accuracy ◽  
Fluency And Comprehension ◽  
Behavior Rating Inventory

Objective: To study reading performance of young adults with ADHD and its relation with executive functioning. Method: Thirty young adults with a childhood diagnosis of ADHD and 30 with normal development (ND) were compared on reading accuracy, fluency, and comprehension. Furthermore, ADHD with reading disabilities (ADHD+RD) and ADHD without reading disabilities (ADHD-RD) subgroups were compared using self-report and informant-report versions of the Behavior Rating Inventory of Executive Function–Adult version (BRIEF-A). Results: Adults with ADHD obtained significantly worse results than the ND adults on reading speed, responses to literal questions, and a cloze test. Although the comparison of the ADHD+RD and ADHD-RD groups did not show significant differences on the BRIEF-A subscales, the ADHD+RD group surpassed the critical percentile (85) on more subscales, with working memory and metacognition especially affected. Conclusion: The findings point out that reading should be assessed in individuals with ADHD as part of their evaluation to design effective early interventions.

scholarly journals Cross-Language Poetics: Proposal for an Interdisciplinary Research Program

2014 ◽  
Vol 63 (1) ◽  
Author(s):  
Norbert Francis
Keyword(s):  
Interdisciplinary Research ◽  
Writing System ◽  
Cultural Interaction ◽  
Writing Systems ◽  
Verbal Art ◽  
European Origin ◽  
Creative Writers ◽  
Language Writing ◽  
Special Circumstances ◽  
Cross Language

For creative writers and for readers, opportunities to work with language in ways that engage two linguistic systems and/or two writing systems continue to expand with the growing influence of international and regional lingua francas. At the same time, we have witnessed the continuing development of literary creation in languages with fewer speakers, even in communities facing the outright erosion and replacement of their language. Alongside the tendencies of globalization, literature has also become more diverse, a new recognition of multilingualism and multiculturalism emerging among writers and readers alike. The special circumstances of composition and understanding that the different kinds of language and cultural interaction highlight also present us with an opportunity to study what it is that is fundamental in verbal art. After reviewing three historical examples of European origin (in Section 2) we will turn our attention to problems of language, writing system and poetry in East Asia (in Section 3). The examples from history will help us to put the current situation of multilingual and multicultural contexts for literature into a broader perspective. This is will allow us to return to consider a proposal for research on cross-language poetics.

scholarly journals A further look at ageing and word predictability effects in Chinese reading: Evidence from one-character words

2020 ◽  
Vol 74 (1) ◽  
pp. 68-76
Author(s):  
Sainan Zhao ◽  
Lin Li ◽  
Min Chang ◽  
Jingxin Wang ◽  
Kevin B Paterson
Keyword(s):  
Older Adults ◽  
Young Adults ◽  
Lexical Processing ◽  
Empirical Support ◽  
Contextual Knowledge ◽  
Writing Systems ◽  
Chinese Reading ◽  
Chinese Study ◽  
Word Predictability ◽  
Word Skipping

Older adults are thought to compensate for slower lexical processing by making greater use of contextual knowledge, relative to young adults, to predict words in sentences. Accordingly, compared to young adults, older adults should produce larger contextual predictability effects in reading times and skipping rates for words. Empirical support for this account is nevertheless scarce. Perhaps the clearest evidence to date comes from a recent Chinese study showing larger word predictability effects for older adults in reading times but not skipping rates for two-character words. However, one possibility is that the absence of a word-skipping effect in this experiment was due to the older readers skipping words infrequently because of difficulty processing two-character words parafoveally. We therefore took a further look at this issue, using one-character target words to boost word-skipping. Young (18–30  years) and older (65+ years) adults read sentences containing a target word that was either highly predictable or less predictable from the prior sentence context. Our results replicate the finding that older adults produce larger word predictability effects in reading times but not word-skipping, despite high skipping rates. We discuss these findings in relation to ageing effects on reading in different writing systems.

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