scholarly journals Morphological processing in reading acquisition: A cross-linguistic perspective

2011 ◽  
Vol 32 (3) ◽  
pp. 457-466 ◽  
Author(s):  
LUDO VERHOEVEN ◽  
CHARLES A. PERFETTI
Keyword(s):  
Word Identification ◽  
Morphological Processing ◽  
Word Decoding ◽  
Decoding Skills ◽  
Reading Levels ◽  
Learning To Read ◽  
New Information ◽  
Skilled Reading ◽  
Children First ◽  
Mental Resources

Word identification, which is the retrieval of the linguistic constituents (phonological, semantic) of a word, plays a central role in children's reading development. This development includes the automatization of word decoding and the attainment of fluent reading levels, both essential for skilled reading with comprehension (Perfetti, 1992; Stanovich, 2000; Verhoeven & van Leeuwe, 2009). In learning to read, children first acquire elementary decoding skills, and then gradually apply these skills with greater accuracy and speed, leading to an increasingly automated process of that recognizes multiletter units (consonant clusters, syllables, and morphemes) and whole words (Ehri, 2005). Automatic word recognition enables the devotion of mental resources to the meaning of a text and thus allows readers to use reading as a tool for the acquisition of new information and knowledge (Perfetti, 1998; Stanovich, 2000).

Computers and Cognition in Reading: A Focus on Decoding Fluency

1986 ◽  
Vol 53 (2) ◽  
pp. 157-162 ◽  
Author(s):  
Joseph K. Torgesen
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Computer Technology ◽  
Word Identification ◽  
Word Decoding ◽  
Decoding Skills ◽  
Handicapped Children ◽  
Recent Advances ◽  
Traditional Programs ◽  
Written Materials

Recent cognitive analyses of reading indicate the importance of fluent word identification skills in reading comprehension. These analyses suggest that children who experience difficulties in the acquisition of fluent word decoding skills will be limited in their development of higher level comprehension processes in reading. Recent advances in computer technology create the possibility of providing much greater amounts of fluency oriented practice in decoding skills than is possible in most traditional programs. A few beginning studies provide support for the idea that computers may be helpful in reading instruction for handicapped children by providing large amounts of practice in the word identification skills that are necessary before good comprehension of written materials can occur.

scholarly journals Modelling reading development through phonological decoding and self-teaching: implications for dyslexia

2014 ◽  
Vol 369 (1634) ◽  
pp. 20120397 ◽  
Author(s):  
Johannes C. Ziegler ◽  
Conrad Perry ◽  
Marco Zorzi
Keyword(s):  
Process Model ◽  
Reading Development ◽  
Dual Process ◽  
Proof Of Concept ◽  
Decoding Skills ◽  
Learning To Read ◽  
Phonological Decoding ◽  
Orthographic Representations ◽  
Teaching Implications ◽  
Influential Theory

The most influential theory of learning to read is based on the idea that children rely on phonological decoding skills to learn novel words. According to the self-teaching hypothesis, each successful decoding encounter with an unfamiliar word provides an opportunity to acquire word-specific orthographic information that is the foundation of skilled word recognition. Therefore, phonological decoding acts as a self-teaching mechanism or ‘built-in teacher’. However, all previous connectionist models have learned the task of reading aloud through exposure to a very large corpus of spelling–sound pairs, where an ‘external’ teacher supplies the pronunciation of all words that should be learnt. Such a supervised training regimen is highly implausible. Here, we implement and test the developmentally plausible phonological decoding self-teaching hypothesis in the context of the connectionist dual process model. In a series of simulations, we provide a proof of concept that this mechanism works. The model was able to acquire word-specific orthographic representations for more than 25 000 words even though it started with only a small number of grapheme–phoneme correspondences. We then show how visual and phoneme deficits that are present at the outset of reading development can cause dyslexia in the course of reading development.

scholarly journals A Multiple Strategy Framework Supporting Vocabulary Development for Students with Reading Comprehension Deficits

2010 ◽  
Vol 34 (2) ◽  
pp. 119-132 ◽  
Author(s):  
Gary Woolley
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Story Comprehension ◽  
Word Decoding ◽  
Decoding Skills ◽  
Learning Deficits ◽  
Poor Comprehenders ◽  
New Meanings ◽  
Good Word ◽  
Multiple Strategy

AbstractPoor comprehenders are generally students who have significant language-learning deficits. A particular problem for students with poor comprehension is that they have difficulty learning new vocabulary because they are inclined to read less, and are unable to apply new meanings to unfamiliar words. This leads to the situation where the gap widens between them and their more successful peers, resulting in more noticeable reading difficulties in later grades. They generally have good word decoding skills but have difficulty connecting meaning to unfamiliar words in context. This is often problematic because they have particular difficulties making inferences and forming a coherent mental model of what they have read. However, effective vocabulary instruction can be achieved by the incorporation of an intervention framework that balances the teaching of word-learning strategies with strategies fostering whole story integration. This article introduces a pedagogical construct based on a modified KWL framework using a combination of evidence-based visual and verbal instructional methods, in conjunction with the development of metacognitive and self-regulating strategies. The implication is that the cognitive load on working memory will be reduced and overall story comprehension will be improved when a well-constructed pedagogical framework is utilised to enhance the acquisition of new vocabulary during reading.

scholarly journals The interface between spoken and written language: developmental disorders

2014 ◽  
Vol 369 (1634) ◽  
pp. 20120395 ◽  
Author(s):  
Charles Hulme ◽  
Margaret J. Snowling
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Developmental Disorders ◽  
Current Knowledge ◽  
Language Skills ◽  
Vocabulary Knowledge ◽  
Phoneme Awareness ◽  
Rapid Automatized Naming ◽  
Decoding Skills ◽  
Learning To Read

We review current knowledge about reading development and the origins of difficulties in learning to read. We distinguish between the processes involved in learning to decode print, and the processes involved in reading for meaning (reading comprehension). At a cognitive level, difficulties in learning to read appear to be predominantly caused by deficits in underlying oral language skills. The development of decoding skills appears to depend critically upon phonological language skills, and variations in phoneme awareness, letter–sound knowledge and rapid automatized naming each appear to be causally related to problems in learning to read. Reading comprehension difficulties in contrast appear to be critically dependent on a range of oral language comprehension skills (including vocabulary knowledge and grammatical, morphological and pragmatic skills).

scholarly journals Semantic and morphological cross-word priming during sentence reading

2018 ◽  
Author(s):  
Katarina Marjanovic ◽  
Davide Crepaldi
Keyword(s):  
Eye Movement ◽  
Semantic Priming ◽  
Word Identification ◽  
Morphological Processing ◽  
Sentence Reading ◽  
Word Priming ◽  
Morphological Priming ◽  
Visual Word Identification ◽  
Text Reading ◽  
Per Se

Our current understanding of visual word identification is difficult to extend to text reading—both experiments and theories focus primarily, if not exclusively, on out-of-context individual words. Here, we try to fill this gap by studying cross-word semantic and morphological priming within sentences in a natural reading, eye tracking experiment. We find that words are skipped more when they are preceded in the sentence by semantically related primes. Also, cross-word semantic priming manifests itself in later (e.g., gaze duration), but not in earlier (e.g., first-of-many fixations) indexes of eye movement on the target words. We also find that semantic priming is not modulated by the morphological agreement between primes and targets; and that morphological agreement does not yield any priming per se. These results point to independent lexical-semantic and morphological processing during sentence reading, and suggest cross-word reset for the latter, but not for the former.

scholarly journals Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension

2021 ◽  
Vol 11 (3) ◽  
pp. 351-376
Author(s):  
Gavin Brooks ◽  
Jon Clenton ◽  
Simon Fraser
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Reading Fluency ◽  
English Learners ◽  
Text Comprehension ◽  
Vocabulary Knowledge ◽  
Linguistic Knowledge ◽  
Word Decoding ◽  
Decoding Skills ◽  
General Linguistic

This exploratory study represents an attempt to investigate the factors that may affect the reading comprehension abilities of English as an additional language (EAL) learners. For this study, we examined a participant group of 31 (25 EAL and 6 first language English) learners studying at an international school in Japan. We assessed the participants according to four factors shown to influence reading comprehension: vocabulary knowledge, word decoding skills, reading fluency, and general linguistic ability. Our results show that differences in vocabulary knowledge show more variance in reading comprehension scores than the other factors examined in this study, highlighting the importance of vocabulary knowledge for reading comprehension. However, other factors such as reading fluency and general linguistic knowledge are also shown to be moderate to strong predictors of reading comprehension. Based on these results, we suggest that EAL learners need targeted language support to enhance academic text comprehension.

scholarly journals Distinct Neural Specializations for Learning to Read Words and Name Objects

2014 ◽  
Vol 26 (9) ◽  
pp. 2128-2154 ◽  
Author(s):  
J. S. H. Taylor ◽  
Kathleen Rastle ◽  
Matthew H. Davis
Keyword(s):  
Educational Practice ◽  
Neural Systems ◽  
Learning To Read ◽  
Early Reading Development ◽  
Skilled Reading ◽  
Correct Reading ◽  
Novel Objects ◽  
Written Word ◽  
Letter Sound ◽  
Parietal Cortices

Understanding the neural systems that underpin reading acquisition is key if neuroscientific findings are to inform educational practice. We provide a unique window into these systems by teaching 19 adults to read 24 novel words written in unfamiliar letters and to name 24 novel objects while in an MRI scanner. Behavioral performance on trained items was equivalent for the two stimulus types. However, componential letter-sound associations were extracted when learning to read, as shown by correct reading of untrained words, whereas object–name associations were holistic and arbitrary. Activity in bilateral anterior fusiform gyri was greater during object name learning than learning to read, and ROI analyses indicated that left mid-fusiform activity was predictive of success in object name learning but not in learning to read. In contrast, activity in bilateral parietal cortices was predictive of success for both stimulus types but was greater during learning and recall of written word pronunciations relative to object names. We argue that mid-to-anterior fusiform gyri preferentially process whole items and contribute to learning their spoken form associations, processes that are required for skilled reading. In contrast, parietal cortices preferentially process componential visual–verbal mappings, a process that is crucial for early reading development.

Dyslexia versus visual difficulties in reading and writing. A comment in discussion

2019 ◽  
Vol LXXX (4) ◽  
pp. 256-267
Author(s):  
Ewa Boksa ◽  
Renata Cuprych
Keyword(s):  
Word Recognition ◽  
Visual System ◽  
Developmental Dyslexia ◽  
Phonological Processing ◽  
Word Identification ◽  
Word Decoding ◽  
Writing Difficulties ◽  
Reading And Writing ◽  
Phonological Deficits ◽  
The World

Due to the fact that it is frequently difficult to identify their etiological origins, reading and writing difficulties have inconsistent terminology in the literature. This article is a review and attempts to initiate a discussion about visual dyslexia. The authors pose the question whether - in the context of new neuroimaging methods and the neurosciences broadly defined - there exist reading and writing difficulties that stem from impaired functioning of the visual system and whether they can be assigned to developmental dyslexia. If it is assumed that developmental dyslexia is linguistic in nature, these are phonological deficits that come to the fore in children entering the world of reading. These phonological processing deficits impair word decoding (word identification), making word recognition impossible, thus preventing access to higher-order linguistic processes, that is comprehending meaning from texts or building one’s own narratives.

Phoneme awareness is not a prerequisite for learning to read

2006 ◽  
Vol 9 (1) ◽  
pp. 115-133 ◽  
Author(s):  
Catherine G. Penney ◽  
James R. Drover ◽  
Carrie Dyck ◽  
Amanda Squires
Keyword(s):  
Grade Level ◽  
Response Times ◽  
Phoneme Awareness ◽  
Third Grade ◽  
Recognition Method ◽  
Reading Problem ◽  
Good Readers ◽  
Decoding Skills ◽  
Learning To Read ◽  
Better Than

Three lines of evidence suggest that phoneme awareness (as measured by phoneme deletion) is not a prerequisite for learning to read and spell. 1. A boy with a serious reading problem could provide letters to represent onsets and codas better than he could delete onsets and codas. 2. A contingent analysis of reading and spelling achievement and deletion of onsets or codas or deletion of one phoneme from a complex onset was undertaken in a sample of poor readers. Onset and coda deletion developed before the students’ decoding skills reached a third-grade level, but deletion of a phoneme from an onset developed along with reading achievement. 3. When phoneme deletion was tested by a recognition method, good eighth-grade readers erroneously accepted items with the entire onset deleted as being correct responses, and had longer response times on these items. Onset and coda deletion develop after onsets and codas are represented alphabetically and before children read at about a third-grade level. However deletion of one phoneme from an onset cluster develops slowly as literacy develops and is a difficult task even for good readers.

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