scholarly journals The Effect of Context on the Size of the Perceptual Unit Used in Word Recognition

1981 ◽  
Vol 13 (1) ◽  
pp. 33-48 ◽  
Author(s):  
Judythe P. Patberg ◽  
Peter Dewitz ◽  
S. Jay Samuels
Keyword(s):  
Word Recognition ◽  
Word Length ◽  
Fourth Grade ◽  
Holistic Processing ◽  
Second Grade ◽  
Context Word ◽  
Perceptual Unit ◽  
Context Condition ◽  
Good And Poor Readers ◽  
Letter Processing

Good and poor readers from the second and fourth grades read words which varied in length from 3 to 6 letters under three exposure conditions; context, miscue and no-context. Word recognition latency for the nouns in each word length category was recorded. An increase in latency relative to word length would suggest component-letter processing, while no increase would suggest holistic processing. Results indicated that under all conditions poor second grade readers used holistic processing. Poor fourth grade readers used holistic processing with context but component-letter processing in no-context and miscue conditions. These findings suggest that the size of the word recognition unit is sensitive to reader skill and context condition.

Word Recognition by Second Graders: The Unit of Perception and Interrelationships among Accuracy, Latency, and Comprehension

1979 ◽  
Vol 11 (2) ◽  
pp. 107-118 ◽  
Author(s):  
Christine McCormick ◽  
S. Jay Samuels
Keyword(s):  
Word Recognition ◽  
Word Length ◽  
First Grade ◽  
Second Graders ◽  
Holistic Processing ◽  
Second Grade ◽  
Meaningful Context ◽  
Letter Processing ◽  
The Relationship ◽  
Speed And Accuracy

Two issues were investigated: the first examined the relationships among accuracy and latency of word recognition and comprehension by non-fluent readers, and the second examined whether component letter or holistic processing was used in word recognition by these same readers. Speed and accuracy of word recognition were measured on individual words. Literal comprehension was measured for the same words presented in meaningful context. The unit of perception was measured by the relationship between latency of word recognition and word length. If students were using component processing, latency would increase with word length, but if holistic processing were used, there would be no increase in latency with length. Results of this study indicated that accuracy and latency were each significantly related to comprehension for both first- and second-grade words, with evidence for latency influencing comprehension scores to a greater extent on the first-grade words. With regard to the unit of perception, in general there was evidence of component letter processing for all subjects with the highly accurate readers showing a tendency towards more holistic processing.

Primary education students' experience of the expressiveness of authentic modes in Gregorian chant

2020 ◽  
Vol 22 ◽  
Author(s):  
Tihomir Prša ◽  
Jelena Blašković
Keyword(s):  
Primary Education ◽  
Fourth Grade ◽  
Second Grade ◽  
Gregorian Chant ◽  
Musical Structure ◽  
Education Students ◽  
School Year ◽  
Second Grade Students ◽  
Fourth Grade Students ◽  
The Church

Expressiveness of the church modes is reflected in their character and association of certain states with a specific mode or single Gregorian composition which possesses unique expressiveness. An important characteristic of Gregorian chant on the tonality level is diatonic singing based on scales without chromatics, using only one semitone in the tetrachord whose musical structure reflects the expressiveness of Gregorian chant. Such expressiveness achieves character specificities which each mode respectively reflects. Various modal material in the form of typical melodic shifts in a certain composition conditions the expressiveness of Gregorian music and influences the listening impression and assessment of individual Gregorian tunes. The goal of this work is to examine primary education students' experiences of the expressiveness of Gregorian modes and explore if today's auditory sense accustomed to two tonality genres, major and minor, recognises what has been stored in the heritage of Gregorian chant repertoire for centuries. The research was conducted in the school year 2018/2019 with students of first, second, third and fourth grade of primary school (N=100). The results have shown that first and second grade students express higher auditory sensibility in recognizing specific characteristic of authentic Gregorian modes. Third and fourth grade students are audibly less open and perceptive considering tonal character differences in the authentic Gregorian modes. Key words: Gregorian chant; modality; old church scales; students in primary education

scholarly journals Greek word recognition by Greek readers and the DRC model

2020 ◽  
Author(s):  
Efthymia C Kapnoula ◽  
Athanassios Protopapas ◽  
Steven J. Saunders ◽  
Max Coltheart
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Word Length ◽  
Native Speakers ◽  
Visual Word ◽  
Bigram Frequency ◽  
Nonword Naming ◽  
Wide Range ◽  
Psycholinguistic Variables ◽  
Dual Route

We evaluated the dual route cascaded (DRC) model of visual word recognition using Greek behavioural data on word and nonword naming and lexical decision, focusing on the effects of syllable and bigram frequency. DRC was modified to process polysyllabic Greek words and nonwords. The Greek DRC and native speakers of Greek were presented with the same sets of word and nonword stimuli, spanning a wide range on several psycholinguistic variables, and the sensitivity of the model to lexical and sublexical variables was compared to the effects of these factors on the behavioural data. DRC pronounced correctly all the stimuli and successfully simulated the effects of frequency in words, and of length and bigram frequency in nonwords. However, unlike native speakers of Greek, DRC failed to demonstrate sensitivity to word length and syllabic frequency. We discuss the significance of these findings in constraining models of visual word recognition.

Relationship of Morphology and Other Language Skills to Literacy Skills in At-Risk Second-Grade Readers and At-Risk Fourth-Grade Writers.

2003 ◽  
Vol 95 (4) ◽  
pp. 730-742 ◽  
Author(s):  
William Nagy ◽  
Virginia Berninger ◽  
Robert Abbott ◽  
Katherine Vaughan ◽  
Karin Vermeulen
Keyword(s):  
At Risk ◽  
Language Skills ◽  
Fourth Grade ◽  
Literacy Skills ◽  
Second Grade ◽  
Relationship Of

Transfer Effect of Word Recognition Strategies

1980 ◽  
Vol 12 (2) ◽  
pp. 97-103
Author(s):  
John D. Mcneil ◽  
Lisbeth Donant
Keyword(s):  
Word Recognition ◽  
Fourth Grade ◽  
Transfer Effect ◽  
Control Group ◽  
New Words ◽  
Number Of Children ◽  
Instructional Control ◽  
Data Support ◽  
Unknown Words

The present study was an investigation of the transfer effect from training in three word recognition strategies. Results are based upon a test of ability to decode unknown words classified as graphophonic, structural, and contextual. Ninety second, third, and fourth grade children and an equal number of children in a non-instructional control group provided the data. Significant results are discussed in light of the effectiveness of the training in helping pupils decode new words and the specific rather than the general values of each strategy. The data support the efficacy of children learning multiple word recognition strategies for decoding purposes. The study does not, however, treat the relation of word recognition strategies to comprehension of text.

Re-evaluating split-fovea processing in word recognition: Effects of word length

Cortex ◽  
2009 ◽  
Vol 45 (4) ◽  
pp. 495-505 ◽  
Author(s):  
Timothy R. Jordan ◽  
Kevin B. Paterson ◽  
Marcin Stachurski
Keyword(s):  
Word Recognition ◽  
Word Length

Syntactic comprehension in young poor readers

1989 ◽  
Vol 10 (4) ◽  
pp. 429-454 ◽  
Author(s):  
Suzanne T. Smith ◽  
Paul Macaruso ◽  
Donald Shankweiler ◽  
Stephen Crain
Keyword(s):  
Relative Clauses ◽  
Poor Readers ◽  
Second Grade ◽  
Clause Structure ◽  
Specific Reading Disability ◽  
Good Readers ◽  
Specific Reading ◽  
High Level ◽  
Good And Poor Readers ◽  
Pragmatic Aspects

ABSTRACTChildren with specific reading disability fail to understand some complex spoken sentences as well as good readers. This investigation sought to identify the source of poor readers' comprehension difficulties. Second-grade good and poor readers were tested on spoken sentences with restrictive relative clauses in two experiments designed to minimize demands on working memory. The methodological innovations resulted in a high level of performance by both reader groups, demonstrating knowledge of relative clause structure. The poor readers' performance closely paralleled that of the good readers both in pattern of errors and in awareness of the pragmatic aspects of relative clauses. The findings suggest that limitations in processing account for comprehension difficulties displayed by some poor readers in previous investigations.

Deficient syntactic control in poor readers: Is a weak phonetic memory code responsible?

1981 ◽  
Vol 2 (3) ◽  
pp. 201-212 ◽  
Author(s):  
Brian Byrne
Keyword(s):  
Relative Clause ◽  
Grade Level ◽  
Poor Readers ◽  
Second Grade ◽  
Good Readers ◽  
The Poor ◽  
Memory Code ◽  
Normal Subject ◽  
Good And Poor Readers

ABSTRACTGroups of good and poor readers at second-grade level were tested for comprehension of adjectival constructions of the John is eager/easy to please types and of center-embedded relative clause constructions. The poor readers were inferior to good readers in understanding O-type adjectives (easy) but not S-type (eager). As well, they were poorer at comprehending embedded sentences, but only when the sentences described improbable events, ones which reversed the normal subject/object roles. When either noun could, on pragmatic grounds, assume either role, both groups fared equally well. The results are interpreted as casting doubt on recent assertions that deficient use of a phonetic memory code underlies the syntactic inferiority often seen in poor readers. A more pervasive linguistic immaturity is suggested as being involved.

scholarly journals The Effect of Orthographic Anomalies upon Reading Behavior

1979 ◽  
Vol 11 (2) ◽  
pp. 153-161 ◽  
Author(s):  
Michael Strange
Keyword(s):  
Word Recognition ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Perceptual Unit ◽  
Good Readers ◽  
Middle Position ◽  
Connected Discourse ◽  
Minor Anomalies ◽  
Study Support ◽  
In The Beginning

This investigation attempted to determine if the perceptual unit in reading was the letter or some other unit larger than the letter. Good readers in two grades read material changed to include particular types of orthographic anomalies. Subjects read seven passages. One passage contained no anomalies, the remaining six contained anomalies varying in degree and position. The dependent variable was the time necessary to read each passage. The results indicated that fifth grade subjects read all passages less rapidly than sixth grade subjects. The results also indicated that anomalized passages were read less rapidly than non-anomalized passages and that anomalies in the final position were less disruptive than anomalies in the beginning and middle position. No differences were found when anomalies in the middle position were compared to anomalies in the beginning position or when major anomalies were compared to minor anomalies. The results of the present study support a conclusion that word recognition while reading connected discourse is different from word recognition in isolation. The results also lend support for a left to right analysis of letter features within words until the word is identified, at which point the reader discards the unused letters.

Sign in / Sign up

Export Citation Format

Share Document