scholarly journals Attention extends beyond single words in beginning readers

2020 ◽  
Author(s):  
Joshua Snell ◽  
Christophe Cauchi ◽  
Jonathan Grainger ◽  
Bernard Lété
Keyword(s):  
Reading Development ◽  
Beginning Readers ◽  
Orthographic Processing ◽  
Decision Task ◽  
Spatial Integration ◽  
Adult Readers ◽  
Learning To Read ◽  
Central Target ◽  
Flanker Paradigm ◽  
Common Notion

Abstract A common notion is that during the first stages of learning to read, attention is narrowly focused so as to encompass only a single or a few letters. In skilled adult readers, however, attention extends beyond single words. The latter is evidenced by faster recognition of words that have many letters in common with surrounding words, along with correlations between such integration effects and measures of attention. These premises suggest that the distribution of attention gradually increases as a function of reading skill, and that this progression can be mapped by measuring spatial integration effects across the course of reading development. The latter was undertaken in the present study, in which we employed the flanker paradigm combined with the lexical decision task. Children in grades 1―6 (N = 113) were shown central target words flanked by various types of orthographically related and unrelated flanking stimuli. Against expectations, significant effects of flanker relatedness on word recognition speed were found in the youngest children, and this effect was not modulated by reading age. Our results challenge the notion that attention is focused on single letters in beginning readers, and instead suggest that, from the earliest stages of reading development, orthographic processing can extend beyond single words.

Learning to Read a Semitic Abjad: The Triplex Model of Hebrew Reading Development

2017 ◽  
Vol 51 (5) ◽  
pp. 444-453 ◽  
Author(s):  
David L. Share ◽  
Amalia Bar-On
Keyword(s):  
Phase 1 ◽  
Reading Development ◽  
Orthographic Processing ◽  
Upper Elementary ◽  
Elementary Grades ◽  
Phase 2 ◽  
Writing Systems ◽  
Phase 3 ◽  
Specific Level ◽  
Learning To Read

We introduce a model of Hebrew reading development that emphasizes both the universal and script-specific aspects of learning to read a Semitic abjad. At the universal level, the study of Hebrew reading acquisition offers valuable insights into the fundamental dilemmas of all writing systems—balancing the competing needs of the novice versus the expert reader (Share, 2008). At the script-specific level, pointed Hebrew initially employs supplementary vowel signs, providing the beginning reader a consistent, phonologically well-specified script while helping the expert-to-be unitize words and morphemes via (consonantal) spelling constancy. A major challenge for the developing Hebrew reader is negotiating the transition from pointed to unpointed Hebrew, with its abundance of homographs. Our triplex model emphasizes three phases of early Hebrew reading development: a progression from lower-order, phonological (sublexical) sequential spelling-to-sound translation (Phase 1, Grade 1) to higher-order, string-level (lexical) lexico-morpho-orthographic processing (Phase 2, Grade 2) followed, in the upper elementary grades, by a supralexical contextual level (Phase 3) essential for dealing with the pervasive homography of unpointed Hebrew.

The development of orthographic processing skills in children in early French immersion programs

2014 ◽  
Vol 17 (1) ◽  
pp. 16-39 ◽  
Author(s):  
Eva Commissaire ◽  
Adrian Pasquarella ◽  
Becky Xi Chen ◽  
S. Hélène Deacon
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Factor Model ◽  
Orthographic Processing ◽  
French Immersion ◽  
Learning To Read ◽  
Underlying Factor ◽  
Correct Spelling ◽  
Immersion Programs ◽  
Language Variables

Children learning to read in two languages are faced with orthographic features from both languages, either unique to a language or similar across languages. In the present study, we examined how children develop orthographic processing skills over time (from grade 1 to grade 2) with a sample of Canadian children attending a French immersion program and we investigated the underlying factor structure of orthographic skills across English and French. Two orthographic processing tasks were administered in both languages: lexical orthographic processing (e.g. choose the correct spelling from people–peeple) and sub-lexical orthographic processing (e.g. which is the more word-like vaid–vayd?), which included both language-specific and language-shared orthographic regularities. Children’s performances in sub-lexical tasks increased with grade but were comparable across languages. Further, evidence for a one factor model including all measures suggested that there is a common underlying orthographic processing skill that cuts across measurement and language variables. Keywords: orthographic processing; reading; French immersion; bilinguals; second language learners

scholarly journals Object closure affects the strength of object-based attentional filtering

2018 ◽  
Author(s):  
Grace Nicora ◽  
Adam Greenberg
Keyword(s):  
Discrimination Task ◽  
Attention Control ◽  
Target Response ◽  
Central Target ◽  
Object Based ◽  
Flanker Paradigm ◽  
Selection Experiments ◽  
Perceptual Objects ◽  
Line Condition ◽  
Singleton Target

Shifts of object-based attention (OBA) are affected by object closure in the double-rectangle cueing paradigm (Marino & Scholl, 2005). The effect of closure on object-based selection and attentional filtering strength have not previously been investigated. Using a modified flanker paradigm (Eriksen & Eriksen, 1974), we presented subjects either a set of vertically oriented rectangles (rectangle condition) or those same rectangles with the horizontal top/bottom of each rectangle removed (line condition). In Experiments 1 & 2, a centrally presented object was flanked by four identical objects. One end of the central (target containing) object was then exogenously cued. Subjects performed a letter discrimination task on a color singleton target letter appearing on the central object in the presence of flanker letters (on flanking objects) that were either compatible or incompatible with the target response. Experiment 1 (homogeneously rectangle or line objects) showed that OBA selection is strong when objects are closed, preventing flankers from influencing performance. Experiment 2 (spatial attention control) showed that closure does not affect performance without OBA selection. Experiments 3 (flanking line objects) and 4 (flanking rectangle objects) showed that both target & flanking objects play a role in attentional filtering of distracters. During object-based attentional selection, flanking (non-selected) perceptual objects may serve to confine the effects of distracters while target (selected) perceptual objects may serve to shield the target from the effects of distracters.

2. How to learn to read (or not)

2019 ◽  
pp. 12-33
Author(s):  
Margaret J. Snowling
Keyword(s):  
Phonological Awareness ◽  
Reading Development ◽  
Spoken Language ◽  
Rapid Naming ◽  
Phoneme Awareness ◽  
Alphabetic Principle ◽  
Learning To Read

‘How to learn to read (or not)’ looks at the stages through which a child must progress on the journey to literacy and the demands of learning to read. It argues that literacy builds on a foundation of spoken language and emphasizes the importance of the skills a child brings to reading. It also discusses the alphabetic principle, phoneme awareness, learning to spell, reading for meaning, and learning to read in different languages. In summary, a ‘triple foundation’ of symbol knowledge, phonological awareness, and rapid naming ability appears to underpin reading development universally. However, there are also additional predictors that are language-specific.

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.

Activation of syllable units during visual recognition of French words in Grade 2

2008 ◽  
Vol 36 (4) ◽  
pp. 883-894 ◽  
Author(s):  
FABIENNE CHETAIL ◽  
STEPHANIE MATHEY
Keyword(s):  
Lexical Decision ◽  
Lexical Decision Task ◽  
Lexical Access ◽  
Visual Recognition ◽  
Second Graders ◽  
Reading Level ◽  
Beginning Readers ◽  
Decision Task ◽  
Good Readers ◽  
French Words

ABSTRACTThe aim of the study was to investigate the syllable activation hypothesis in French beginning readers. Second graders performed a lexical decision task in which bisyllabic words were presented in two colours that either matched the syllable boundaries or not. The data showed that the children were sensitive to syllable match and to syllable complexity. In addition, good readers were slowed down while poor readers were speeded up by syllable match. These findings suggest that syllables are functional units of lexical access in children and that syllable activation is influenced by reading level.

scholarly journals Modelling reading development through phonological decoding and self-teaching: implications for dyslexia

2014 ◽  
Vol 369 (1634) ◽  
pp. 20120397 ◽  
Author(s):  
Johannes C. Ziegler ◽  
Conrad Perry ◽  
Marco Zorzi
Keyword(s):  
Process Model ◽  
Reading Development ◽  
Dual Process ◽  
Proof Of Concept ◽  
Decoding Skills ◽  
Learning To Read ◽  
Phonological Decoding ◽  
Orthographic Representations ◽  
Teaching Implications ◽  
Influential Theory

The most influential theory of learning to read is based on the idea that children rely on phonological decoding skills to learn novel words. According to the self-teaching hypothesis, each successful decoding encounter with an unfamiliar word provides an opportunity to acquire word-specific orthographic information that is the foundation of skilled word recognition. Therefore, phonological decoding acts as a self-teaching mechanism or ‘built-in teacher’. However, all previous connectionist models have learned the task of reading aloud through exposure to a very large corpus of spelling–sound pairs, where an ‘external’ teacher supplies the pronunciation of all words that should be learnt. Such a supervised training regimen is highly implausible. Here, we implement and test the developmentally plausible phonological decoding self-teaching hypothesis in the context of the connectionist dual process model. In a series of simulations, we provide a proof of concept that this mechanism works. The model was able to acquire word-specific orthographic representations for more than 25 000 words even though it started with only a small number of grapheme–phoneme correspondences. We then show how visual and phoneme deficits that are present at the outset of reading development can cause dyslexia in the course of reading development.

scholarly journals Form–meaning links in the development of visual word recognition

2009 ◽  
Vol 364 (1536) ◽  
pp. 3665-3674 ◽  
Author(s):  
Kate Nation
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Word Reading ◽  
Explicit Instruction ◽  
Reading Development ◽  
Good Deal ◽  
Visual Word ◽  
Learning To Read ◽  
Related Information

Learning to read takes time and it requires explicit instruction. Three decades of research has taught us a good deal about how children learn about the links between orthography and phonology during word reading development. However, we have learned less about the links that children build between orthographic form and meaning. This is surprising given that the goal of reading development must be for children to develop an orthographic system that allows meanings to be accessed quickly, reliably and efficiently from orthography. This review considers whether meaning-related information is used when children read words aloud, and asks what we know about how and when children make connections between form and meaning during the course of reading development.

scholarly journals Universal brain signature of proficient reading: Evidence from four contrasting languages

2015 ◽  
Vol 112 (50) ◽  
pp. 15510-15515 ◽  
Author(s):  
Jay G. Rueckl ◽  
Pedro M. Paz-Alonso ◽  
Peter J. Molfese ◽  
Wen-Jui Kuo ◽  
Atira Bick ◽  
...  
Keyword(s):  
Functional Mri ◽  
Wide Spectrum ◽  
Theoretical Perspective ◽  
Reading Proficiency ◽  
Morphological Structure ◽  
Literacy Acquisition ◽  
Orthographic Processing ◽  
Writing System ◽  
Adult Readers ◽  
Semantic Categorization

We propose and test a theoretical perspective in which a universal hallmark of successful literacy acquisition is the convergence of the speech and orthographic processing systems onto a common network of neural structures, regardless of how spoken words are represented orthographically in a writing system. During functional MRI, skilled adult readers of four distinct and highly contrasting languages, Spanish, English, Hebrew, and Chinese, performed an identical semantic categorization task to spoken and written words. Results from three complementary analytic approaches demonstrate limited language variation, with speech–print convergence emerging as a common brain signature of reading proficiency across the wide spectrum of selected languages, whether their writing system is alphabetic or logographic, whether it is opaque or transparent, and regardless of the phonological and morphological structure it represents.

DIFFERENCES IN VISUAL WORD RECOGNITION BETWEEN L1 AND L2 SPEAKERS

2017 ◽  
Vol 40 (2) ◽  
pp. 319-339
Author(s):  
Pauline Schröter ◽  
Sascha Schroeder
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Reading Fluency ◽  
Reading Development ◽  
Visual Word ◽  
Decision Task ◽  
School Students ◽  
Mixed Effect ◽  
L2 Processing ◽  
The Impact

AbstractInvestigating the impact of linguistic characteristics on visual word recognition in children, we studied whether differences in native (L1) and second language (L2) processing already emerge at the beginning of reading development. German elementary school students in grades 2 to 6 completed a battery of standardized tests and a lexical decision task (LDT). Though L1 speakers outperformed L2 speakers on German skills, groups did not differ in their overall performance on the LDT. However, results from mixed-effect models revealed greater effects for word frequency and length in L2 over L1 speakers, indicating qualitative differences in the sensitivity to linguistic information between groups. This distinction persisted across all grades and after controlling for differences in vocabulary size and reading fluency. Findings extend evidence provided for adult L2 processing, suggesting that varying language exposure shapes the development of the word-recognition system already in the early stages of reading development.

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