Orthographic Analogies and Reading Development

1988 ◽  
Vol 40 (2) ◽  
pp. 239-268 ◽  
Author(s):  
Usha Goswami
Keyword(s):  
Reading Development ◽  
Beginning Readers ◽  
Developmental Issues ◽  
Skilled Reading

Given the interest in the use of orthographic analogies in skilled reading, the role of analogies in reading development has received surprisingly little attention. The experiments presented here examine three important developmental issues: whether beginning readers can make orthographic analogies, how the consistency of spelling–sound relations affects this ability, and whether orthographic analogies are used in reading prose. It is concluded that orthographic analogies have an important role to play in reading development, and some suggestions are offered as to why this may be so.

scholarly journals Phonologic Mediation is Fundamental to Reading: Evidence from Beginning Readers

1996 ◽  
Vol 49 (3) ◽  
pp. 715-744 ◽  
Author(s):  
Anna M. T. Bosman ◽  
Annette de Groot
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Beginning Reading ◽  
Beginning Readers ◽  
Decision Task ◽  
Semantic Categorization ◽  
Skilled Reading ◽  
Advanced Readers

Three tasks were employed to investigate the role of assembled phonology in beginning readers. In two proofreading tasks, children had more trouble finding pseudohomophone misspellings (stimuli with phonology identical to that of a word) than control misspellings (stimuli that do not share their phonology with a word). In a lexical-decision task, they had more trouble deciding that pseudohomophone misspellings were non-words than deciding that control misspellings were non-words. Finally, in a semantic-categorization task, children had more trouble rejecting pseudohomophone misspellings as a member of a designated category than rejecting control misspellings. Differences between more and less advanced readers occurred, but they need not be attributed to differential use of phonology in word recognition. Instead, they were explained in terms of a difference between reader groups in spelling-verification efficiency. The results of the present studies on beginning reading parallel studies on skilled reading by Van Orden et al. (1992). The main conclusion was that assembled phonology plays an important role in word recognition in beginning readers.

scholarly journals Editorial: The Role of Letter-Speech Sound Integration in Normal and Abnormal Reading Development

2020 ◽  
Vol 11 ◽  
Author(s):  
Jurgen Tijms ◽  
Gorka Fraga-González ◽  
Iliana I. Karipidis ◽  
Silvia Brem
Keyword(s):  
Reading Development ◽  
Speech Sound

scholarly journals Learning to Read in Multiple Languages: A Study Exploring Allophone Students’ Reading Development in French Immersion

2019 ◽  
Vol 21 (2) ◽  
pp. 10-28
Author(s):  
Renée Bourgoin ◽  
Joseph Dicks
Keyword(s):  
Reading Ability ◽  
Reading Development ◽  
Critical Role ◽  
French Immersion ◽  
Third Language ◽  
English Reading ◽  
French And English ◽  
Reading Measures ◽  
Multiple Languages

This article describes a two-year study of the French and English reading development of seven elementary French immersion (FI) students who spoke a home language that is neither English nor French. Given the critical role of literacy in school success and the growing number of third language (L3) learners entering FI, this study focused on L3 learners’ reading experiences. Standardized reading measures were administered in English and in French and think-aloud protocols and interviews were conducted with students. Results suggest that L3 students are similar to, if not stronger than, their bilingual peers with respect to English and French reading ability. They also relied on their knowledge of other languages to support French reading development and evidence of metalinguistic and metacognitive insights is presented. A number of classroom implications for teaching reading in diverse FI classrooms are included.

Role of executive functioning and home environment in early reading development

2016 ◽  
Vol 49 ◽  
pp. 251-259 ◽  
Author(s):  
Eliane Segers ◽  
Carmen M.P. Damhuis ◽  
Eva van de Sande ◽  
Ludo Verhoeven
Keyword(s):  
Executive Functioning ◽  
Home Environment ◽  
Reading Development ◽  
Early Reading ◽  
Early Reading Development

The role of rapid naming in reading development and dyslexia in Chinese

2015 ◽  
Vol 130 ◽  
pp. 106-122 ◽  
Author(s):  
Chen-Huei Liao ◽  
Ciping Deng ◽  
Jessica Hamilton ◽  
Clara Shuk-Ching Lee ◽  
Wei Wei ◽  
...  
Keyword(s):  
Reading Development ◽  
Rapid Naming

The development of whole-word representations in compound word processing: Evidence from eye fixation patterns of elementary school children

2011 ◽  
Vol 32 (3) ◽  
pp. 533-551 ◽  
Author(s):  
TUOMO HÄIKIÖ ◽  
RAYMOND BERTRAM ◽  
JUKKA HYÖNÄ
Keyword(s):  
Eye Movements ◽  
School Children ◽  
Elementary School Children ◽  
Word Processing ◽  
Reading Development ◽  
Sixth Graders ◽  
Second Graders ◽  
Fixation Durations ◽  
Whole Word

ABSTRACTThe role of morphology in reading development was examined by measuring participants’ eye movements while they read sentences containing either a hyphenated (e.g., ulko-ovi “front door”) or concatenated (e.g., autopeli “racing game”) compound. The participants were Finnish second, fourth, and sixth graders (aged 8, 10, and 12 years, respectively). Fast second graders and all four and sixth graders read concatenated compounds faster than hyphenated compounds. This suggests that they resort to slower morpheme-based processing for hyphenated compounds but prefer to process concatenated compounds via whole-word representations. In contrast, slow second graders’ fixation durations were shorter for hyphenated than concatenated compounds. This implies that they process all compounds via constituent morphemes and that hyphenation comes to aid in this process.

scholarly journals Specific learning disability: a 5 year study from India

2017 ◽  
Vol 4 (3) ◽  
pp. 863 ◽  
Author(s):  
Shipra Singh ◽  
Vishal Sawani ◽  
Mahesh Deokate ◽  
Saminder Panchal ◽  
Alka A. Subramanyam ◽  
...  
Keyword(s):  
Learning Disability ◽  
Specific Learning Disability ◽  
Fine Motor ◽  
Age Group ◽  
Speech Delay ◽  
Developmental Issues ◽  
Indian Context ◽  
Identifiable Data ◽  
Specific Learning

Background: Specific learning disability (SLD) is an important cause of academic underachievement among children, which often goes unrecognized, due to lack of awareness and resources in the community. Not much identifiable data is available such children, more so in Indian context. The objectives of the study were to study the demographic profile, risk factors, co-morbidities and referral patterns in children with specific learning disability.Methods: The study has a descriptive design. Children diagnosed with SLD over a 5 years’ period were included, total being 2015. The data was collected using a semi-structured proforma, (based on the aspects covered during child’s comprehensive assessment at the time of visit), which included socio-demographic aspects, perinatal and childhood details, scholastic and referral details, and comorbid psychiatric disorders.Results: Majority of the children were from English medium schools, in 8-12 years’ age group, with a considerable delay in seeking medical help, were referred mostly by the teachers for academic issues. Most of them had all the three disabilities-dyslexia, dysgraphia and dyscalculia. 38.56% of children had ADHD. Psychological maternal stress, developmental issues and various co-morbidities were accompanying in many cases, of which speech delay and fine motor issues were more in children having comorbid ADHD.Conclusions: Awareness, early identification and referral to appropriate services is crucial to deal with the challenge of learning disability. Health professionals should look for early signs in routine visits of children and co-morbidities, particularly ADHD, should be adequately taken care of. Role of media and education system is crucial for its destigmatization in community. 

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