Written Word Recognition and Production Processes

2020 ◽  
pp. 81-94
Author(s):  
Daniel Daigle ◽  
Rachel Berthiaume
Keyword(s):  
Word Recognition ◽  
Writing Instruction ◽  
Hard Of Hearing ◽  
Phonological Processing ◽  
Learning To Read ◽  
Reading And Writing ◽  
Main Research ◽  
Knowledge Processes ◽  
Production Processes ◽  
Written Word

Expert reading and writing involve, among other knowledge processes, automatized word recognition and production. These processes are not learned and used globally. In fact, decades of research have shown that word recognition and production processes can be broken down into micro-processes that need to be addressed explicitly during reading and writing instruction. They involve, in particular, phonological, morphological, and visual-orthographic processes. After reviewing what word recognition and production processes are, the main research conclusions from studies conducted among populations of deaf and hard-of-hearing (DHH) readers and writers are presented. Although most of these findings relate to phonological processing, the chapter illustrates the potential importance that other processes can play in DHH students’ abilities to recognize and produce written words. Finally, the chapter highlights the main challenges that DHH students face when learning to read and write, and it proposes some elements considered in the context of reading and writing instruction in order for teachers to help students overcome these difficulties.

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.

scholarly journals Atypical phonological processing impairs written word recognition in children with cochlear implants

2015 ◽  
Vol 30 (6) ◽  
pp. 684-699 ◽  
Author(s):  
Sophie Bouton ◽  
Pascale Colé ◽  
Willy Serniclaes ◽  
Lynne G. Duncan ◽  
Anne-Lise Giraud
Keyword(s):  
Word Recognition ◽  
Cochlear Implants ◽  
Phonological Processing ◽  
Written Word

Reading and Writing Instruction for Academically At-Risk Deaf and Hard of Hearing First-Year College Students

2021 ◽  
pp. 009155212110476
Author(s):  
Jessica Williams ◽  
Thomastine Sarchet ◽  
Dawn Walton
Keyword(s):  
College Students ◽  
At Risk ◽  
Writing Instruction ◽  
Hard Of Hearing ◽  
Remedial Reading ◽  
First Year ◽  
Remedial Instruction ◽  
Summer Bridge ◽  
Reading And Writing ◽  
Academically At Risk

Objective/Research Question: Students with disabilities, including deaf and hard of hearing (DHH) students, are enrolling in college at rates higher than in the past with most of them pursuing an associate’s degree. For DHH students, their reading ability is a predictor of their academic achievement in college. However, more than half of DHH students enroll in remedial reading and writing college courses indicating they are not reading and writing at a college level and putting them at-risk for non-completion. In addition, remedial reading and writing courses often do not count for credit toward graduation and may hinder rather than support student progress. One way to mitigate the need for remedial coursework during college is to provide the remedial instruction in a low-stakes manner through summer bridge to college programs. The purpose of the present study was to measure the effects of remedial reading and writing instruction provided through a summer bridge program on first-year, academically at-risk DHH college students’ ( N = 20) reading and writing abilities. Methods: Using a pretest/posttest design, we implemented remedial reading and writing instruction for 2 hours a day, 5 days a week for 5 weeks. Results: Upon the completion of instruction, the student participants’ reading and writing skills improved. Conclusions/Contributions: Our findings may encourage researchers to attempt remedial instruction through summer bridge programs with other populations with disabilities or English language learners.

The use of a rapid priming technique I: Word recognition development in children

1999 ◽  
Vol 10 (1) ◽  
pp. 92-98
Author(s):  
Anne Castles ◽  
Chris Davis
Keyword(s):  
Word Recognition ◽  
Masked Priming ◽  
Automatic Processes ◽  
Psycholinguistic Research ◽  
Priming Effects ◽  
Learning To Read ◽  
Report Data ◽  
Written Word ◽  
Recent Extension ◽  
Over Time

ABSTRACTThe masked priming procedure has been widely used in adult psycholinguistic research as a means of exploring early and automatic processes in written word recognition (see Davis & Castles, this issue). In this paper, we discuss the recent extension of this technique for use in exploring written vocabulary development in children learning to read. We first report data to show that robust masked priming effects can be produced in children as young as seven years old. We then outline the results of some recent studies which illustrate how masked priming data can uncover the processes by which children access written word representations and the ways in which these processes may change over time.

Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing

2018 ◽  
Author(s):  
Evelien van Wingerden ◽  
Arjan van Tilborg ◽  
Hans van Balkom
Keyword(s):  
Intellectual Disabilities ◽  
Hard Of Hearing ◽  
Literacy Education ◽  
Hearing Impairments ◽  
Key Factors ◽  
Learning To Read ◽  
Written Text ◽  
Cognitive Constraints ◽  
Developmental Domains ◽  
The Way

Learning to read is challenging for children who have hearing impairments and concurrent intellectual disabilities because they face barriers due to both conditions. In many developmental domains, including executive functioning and language development, auditory and intellectual disabilities mutually influence each other; a deficit in one domain hinders coping mechanisms to compensate for distortions in the other. The resulting impact is more than the sum of the parts. It affects the way students learn to read and the way they process written text in many ways. Little is known about the key factors in literacy development for children with both hearing impairments and intellectual disabilities. This chapter integrates recent findings on reading development in children with both of these conditions to define a research base for two exploratory studies on literacy attainment in these learners. Recommendations for literacy education are based on these studies.

Developmental Changes in Word Recognition: An Information-Processing Account

1986 ◽  
Vol 38 (3) ◽  
pp. 395-418 ◽  
Author(s):  
Linda Pring ◽  
Maggie Snowling
Keyword(s):  
Word Recognition ◽  
Conceptual Knowledge ◽  
Context Effect ◽  
Word Reading ◽  
Contextual Information ◽  
Developmental Changes ◽  
Learning To Read ◽  
Young Readers ◽  
Single Word Reading ◽  
First Time

Two experiments examining developmental changes in the use of context in single word reading are reported. The first experiment investigated how effectively children can access conceptual knowledge and use this to help their word recognition. The results indicated that young readers can on demand direct their attention to semantic information, and this allows them to reap a relatively greater benefit from context than older more skilful readers. The second experiment attempted to clarify the way such use of contextual information might help in the specific case when a child attempts to decode a new word for the first time. Skilled and unskilled readers pronounced pseudohomophonic nonwords faster when they were primed by a semantic context, and the context effect was greater for unskilled readers. The nonword's graphemic similarity to a lexical item was also important. In general, the results were consistent with Stanovich's (1980) interactive-compensatory model of reading, and they suggest that in learning to read, several already existing stores of information (e.g. auditory, visual and conceptual) are integrated in order to achieve a solution to the word recognition problem.

scholarly journals N170 reflects visual familiarity and automatic sublexical phonological access in L2 written word processing

2021 ◽  
pp. 1-11
Author(s):  
Yen Na Yum ◽  
Sam-Po Law
Keyword(s):  
Phonological Processing ◽  
Word Processing ◽  
Time Window ◽  
Mixed Effects Models ◽  
Linear Mixed Effects Models ◽  
Linear Mixed Effects ◽  
Repetition Detection ◽  
Korean Chinese ◽  
Written Word ◽  
Bilingual Readers

Abstract The literature has mixed reports on whether the N170, an early visual ERP response to words, signifies orthographic and/or phonological processing, and whether these effects are moderated by script and language expertise. In this study, native Chinese readers, Japanese–Chinese, and Korean–Chinese bilingual readers performed a one-back repetition detection task with single Chinese characters that differed in phonological regularity status. Results using linear mixed effects models showed that Korean–Chinese readers had bilateral N170 response, while native Chinese and Japanese–Chinese groups had left-lateralized N170, with stronger left lateralization in native Chinese than Japanese–Chinese readers. Additionally, across groups, irregular characters had bilateral increase in N170 amplitudes compared to regular characters. These results suggested that visual familiarity to a script rather than orthography-phonology mapping determined the left lateralization of the N170 response, while there was automatic access to sublexical phonology in the N170 time window in native and non-native readers alike.

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