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1995, Reading and Writing
This study was aimed at investigating the development of reading and spelling skills in French. First graders were tested twice (in February and in June). Phonological mediation was expected to play a major role at the beginning of reading and spelling acquisition, and thus a regularity effect was predicted. Under the assumption that alphabetical processing is primarily sequential, i.e. letter by letter, a complexity effect was predicted as well. In other words, subjects would read and spell words containing one-letter graphemes more accurately than words containing multi-letter graphemes. Further, processing was assumed to be strictly alphabetical at the beginning of acquisition, no frequency effect was expected. Overall, the role of phonological mediation is confirmed. A complexity effect testifying to sequential alphabetic processing was observed for spelling but not for reading. The hypothesis of a strict reliance on alphabetical processing is not confirmed since a frequency effect was observed in both reading and spelling. These findings are discussed in the light of the Frith, Morton, and Seymour models.
Journal of Cognitive Psychology
Reading strategies in orthographies of intermediate depth are flexible: Modulation of length effects in Portuguese
2010 •
This paper examines the role of grapheme-phoneme conversion for skilled reading in an orthography of intermediate depth, Portuguese. The effects of word length in number of letters were determined in two studies. Mixed lists of five- and six-letter words and nonwords were presented to young adults in lexical decision and reading aloud tasks in the first study; in the second one, the length range was increased from four to six letters and an extra condition was added where words and nonwords were presented in separate, or blocked, lists. Reaction times were larger for longer words and nonwords in lexical decision, and in reading aloud mixed lists, but no effect of length was observed when reading words in blocked lists. The effect of word length is thus modulated by list composition. This is evidence that grapheme-phoneme conversion is not as predominant for phonological recoding in intermediate orthographies as it is in shallow ones, and suggests that skilled reading in those orthographies is highly responsive to tasks conditions because readers may switch from smaller segment-by-segment decoding to larger unit or lexicon-related processing.
Journal of Experimental Psychology: …
The Assembly of Phonology From Print Is Serial and Subject to Strategic Control: Evidence From Serbian.
2005 •
Psihologija
Is RoAsT tougher than StEAk?: The effect of case mixing on perception of multi-letter graphemes
2010 •
Memory & cognition
Graphemic complexity and multiple print-to-sound associations in visual word recognition
2005 •
1997 •
Abstract In this thesis, a diphone {based text {to {speech system for Scottish Gaelic, a language spoken by about 80.000 native speakers in Scotland and Canada, is presented. Text {to {speech systems convert orthographic text input into speech output.
2002 •
Abstract 1. In this study, the authors show that cross-lingual phonological priming is possible not only from the 1st language (L1) to the 2nd language (L2), but also from L2 to L1. In addition, both priming effects were found to have the same magnitude and to not be related to differences in word naming latencies between L1 and L2.
Memory & Cognition
The nature of skilled adult reading varies with type of instruction in childhood (phonics/non-phonics comparison)
2009 •
Does the type of reading instruction experienced during the initial years at school have any continuing effect on the ways in which adults read words? The question has arisen in current discussions about computational models of mature word-reading processes. We tested predicted continuing effects by comparing matched samples of skilled adult readers of English who had received explicit phonics instruction in childhood and those who had not. In responding to nonwords that can receive alternative legitimate pronunciations, those adults having childhood phonics instruction used more regular grapheme-phoneme correspondences that were context free and used fewer vocabulary-based contextually dependent correspondences than did adults who had no phonics instruction. These differences in regularization of naming responses also extended to some low-frequency words. This apparent cognitive footprint of childhood phonics instruction is a phenomenon requiring consideration when researchers attempt to model adult word reading and when they select participants to test the models.
2009 •
With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling. This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored in three parts: overarching debates in reading and spelling reading and spelling across languages written language difficulties and approaches to teaching. Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills. Highlighting ground-breaking new perspectives, this book forms essential reading for all researchers and practitioners with a focus on the development of reading and spelling skills.
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Psychological Review
A rose is a REEZ: The two-cycles model of phonology assembly in reading English
1995 •
Language and Cognitive Processes
Fully transparent orthography, yet lexical reading aloud: The lexicality effect in Italian
2008 •
Reading and Writing
Development of spelling skills in a shallow orthography: the case of Italian language
Behavior Research Methods
Manulex-infra: Distributional characteristics of grapheme—phoneme mappings, and infralexical and lexical units in child-directed written material
2007 •
Journal of Experimental Child Psychology
Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: A four-year longitudinal study
2003 •
Written Language & Literacy
Variability and invariance in learning alphabetic orthographies: From linguistic description to psycholinguistic processing
2004 •
Applied Psycholinguistics
A longitudinal study of the effects of syllabic structure on the development of reading and spelling skills in French
1997 •
Journal of Experimental Psychology-learning Memory and Cognition
Priming and attentional control of lexical and sublexical pathways during naming
2000 •
Journal of Memory and Language
Simulating consistency effects and individual differences in nonword naming: A comparison of current models
2006 •
Journal of Experimental Child Psychology
The development of lexical representations: Evidence from the position of the diverging letter effect
2010 •
Journal of Experimental Psychology-human Perception and Performance
Lexical effects in naming pseudowords in shallow orthographies: Further empirical data
1998 •
Doctoral thesis: Subtypes of Developmental Dyslexia
Doctoral thesis: Subtypes of Developmental Dyslexia
2014 •
2009 •
Journal of Experimental Child Psychology
Reading and Spelling Acquisition in French: The Role of Phonological Mediation and Orthographic Factors
1998 •
Cognitive and Behavioral Neurology
Characteristics of Writing Disorders in Italian Dyslexic Children
2004 •
Reading and Writing
Learning to spell a regularly spelled language is not a trivial task – patterns of errors in Kiswahili
2003 •
1998 •
Psychologica Belgica
Reading Development in two Alphabetic Systems Differing in Orthographic Consistency: A longitudinal study of French-speaking children enrolled in a Dutch immersion program
2009 •
1995 •
Reading and Writing
Context-sensitive rules and word naming in Italian children
2007 •
Psychonomic Bulletin & Review
When parallel processing in visual word recognition is not enough: New evidence from naming
2003 •
Language and Cognitive Processes
French and Spanish-speaking children use different visual and motor units during spelling acquisition
2006 •
Reading and Writing
Graphemes as Motor Units in the Acquisition of Writing Skills
2006 •
Frontiers in Psychology
Further evidence for the interaction of central and peripheral processes: the impact of double letters in writing English words
Psychological Review
A connectionist multiple-trace memory model for polysyllabic word reading
1998 •
Reading and Writing
Reading and spelling acquisition in European Portuguese: a preliminary study
2008 •
Applied Psycholinguistics
Learning to read: English in comparison to six more regular orthographies
2003 •
Cognition
Do current connectionist learning models account for reading development in different languages?
2004 •
Cognition
The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important
1991 •
PLoS ONE
Phonological Recoding in Error Detection: A Cross-sectional Study in Beginning Readers of Dutch
2013 •
Journal of Deaf Studies and Deaf Education
Do deaf children use phonological syllables as reading units?
1999 •
European Journal of Cognitive Psychology
The status of consonants and vowels in phonological assembly: Testing the two-cycles model with Italian
2003 •
European Journal of Cognitive Psychology
Rules versus statistics in reading aloud: New evidence on an old debate
2010 •
Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology
French normative data on reading and related skills from EVALEC, a new computerized battery of tests (end Grade 1, Grade 2, Grade 3, and Grade 4)
2005 •
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