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
2020 ◽  
Vol 33 (6) ◽  
pp. 569-598
Author(s):  
Yuna Kwak ◽  
Hosung Nam ◽  
Hyun-Woong Kim ◽  
Chai-Youn Kim

Abstract Cross-modal correspondence is the tendency to systematically map stimulus features across sensory modalities. The current study explored cross-modal correspondence between speech sound and shape (Experiment 1), and whether such association can influence shape representation (Experiment 2). For the purpose of closely examining the role of the two factors — articulation and pitch — combined in speech acoustics, we generated two sets of 25 vowel stimuli — pitch-varying and pitch-constant sets. Both sets were generated by manipulating articulation — frontness and height of the tongue body’s positions — but differed in terms of whether pitch varied among the sounds within the same set. In Experiment 1, participants made a forced choice between a round and a spiky shape to indicate the shape better associated with each sound. Results showed that shape choice was modulated according to both articulation and pitch, and we therefore concluded that both factors play significant roles in sound–shape correspondence. In Experiment 2, participants reported their subjective experience of shape accompanied by vowel sounds by adjusting an ambiguous shape in the response display. We found that sound–shape correspondence exerts an effect on shape representation by modulating audiovisual interaction, but only in the case of pitch-varying sounds. Therefore, pitch information within vowel acoustics plays the leading role in sound–shape correspondence influencing shape representation. Taken together, our results suggest the importance of teasing apart the roles of articulation and pitch for understanding sound–shape correspondence.


2019 ◽  
Vol 21 (2) ◽  
pp. 10-28
Author(s):  
Renée Bourgoin ◽  
Joseph Dicks

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.


1988 ◽  
Vol 40 (2) ◽  
pp. 239-268 ◽  
Author(s):  
Usha Goswami

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.


2016 ◽  
Vol 49 ◽  
pp. 251-259 ◽  
Author(s):  
Eliane Segers ◽  
Carmen M.P. Damhuis ◽  
Eva van de Sande ◽  
Ludo Verhoeven

1994 ◽  
Vol 11 (3) ◽  
pp. 211-233 ◽  
Author(s):  
James Hereford ◽  
William Winn

Recent developments in computer technology make it possible to use sound more extensively in the computer interface than has hitherto been possible. This article describes research on uses of computer sound and suggests how sound might be used effectively by instructional and interface designers. After a review of some general principles of interface design and of basic research into auditory perception, the article examines two uses of sound: Earcons, whose purpose is to inform the user about the state of the system itself, and sonitization, whose purpose is to represent data generated by computer programs as sound. Both symbolic and iconic sounds are examined. The role of sound in virtual environments is also discussed with particular attention to its use in aircraft. Design guidelines are listed, and conclusions about needed research are offered.


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

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