scholarly journals The ability to learn new written words is modulated by language orthographic consistency

PLoS ONE ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. e0228129 ◽  
Author(s):  
Chiara Valeria Marinelli ◽  
Pierluigi Zoccolotti ◽  
Cristina Romani
2021 ◽  
Author(s):  
Alberto Furgoni ◽  
Antje Stoehr ◽  
Clara D. Martin

PurposeIn languages with alphabetical writing systems, the relationship between phonology and orthography is strong. Phonology-to-orthography mappings can be consistent (i.e., one phonological unit corresponds to one orthographic unit) or inconsistent (i.e., one phonological unit corresponds to multiple orthographic units). This study investigates whether the Orthographic Consistency Effect (OCE) emerges at the phonemic level during auditory word recognition, regardless of the opacity of a language’s writing system.MethodsThirty L1-French (opaque language) and 30 L1-Spanish (transparent language) listeners participated in an L1 auditory lexical decision task which included stimuli with either only consistently-spelled phonemes or both consistently-spelled and a number of inconsistently-spelled phonemes. ResultsThe results revealed that listeners were faster at recognizing consistently-spelled words than inconsistently-spelled words. This implies that consistently-spelled words are recognized more easily than inconsistent ones. As for pseudoword processing, there is a numerical trend that might indicate a higher sensibility of French listeners to phoneme-to-grapheme inconsistencies. ConclusionsThese findings have theoretical implications: inconsistent phoneme-to-grapheme mappings, like inconsistencies at the level of the syllable or rhyme, impact auditory word recognition. Moreover, our results suggest that the OCE should occur in all languages with alphabetical writing systems, regardless of their level of orthographic opacity.


Cognition ◽  
1997 ◽  
Vol 63 (3) ◽  
pp. 315-334 ◽  
Author(s):  
Karin Landerl ◽  
Heinz Wimmer ◽  
Uta Frith

2019 ◽  
Vol 51 (3) ◽  
pp. 272-292
Author(s):  
Naymé Salas ◽  
Markéta Caravolas

Writing development is understood to be a multidimensional task, heavily constrained by spelling in its early stages. However, most available evidence comes from studies with learners of the inconsistent English orthography, so our understanding of the nature of early writing could be highly biased. We explored writing dimensions in each language by assessing a series of text-based features in children’s texts between mid-Grade 1 to mid-Grade 2. Results revealed that two constructs, writing conventions and productivity, emerged in both languages, but the influence of orthographic consistency started to be evident in the later time points. Other constructs of text generation seemed to emerge later and were less stable over time. The article thus highlights the language-general underpinnings of early text-writing development and the impact of orthographic consistency; furthermore, it strengthens the view that some writing components develop before others. We discuss implications for the assessment of early written products.


2012 ◽  
Vol 35 (5) ◽  
pp. 292-293 ◽  
Author(s):  
Jochen Laubrock ◽  
Sven Hohenstein

AbstractParafoveal preview benefit (PB) is an implicit measure of lexical activation in reading. PB has been demonstrated for orthographic and phonological but not for semantically related information in English. In contrast, semantic PB is obtained in German and Chinese. We propose that these language differences reveal differential resource demands and timing of phonological and semantic decoding in different orthographic systems.


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