Search results for "reading acquisition"

Effects of reading proficiency and of base and whole-word frequency on reading noun- and verb-derived words: An eye-tracking study in Italian primary…

2018

The aim of this study is to assess the role of readers’ proficiency and of the base-word distributional properties on eye-movement behavior. Sixty-two typically developing children, attending 3rd, 4th, and 5th grade, were asked to read derived words in a sentence context. Target words were nouns derived from noun bases (e.g., umorista, ‘humorist’), which in Italian are shared by few derived words, and nouns derived from verb bases (e.g., punizione, ‘punishment’), which are shared by about 50 different inflected forms and several derived words. Data shows that base and word frequency affected first-fixation duration for nouns derived from noun bases, but in an opposite way: base frequency ha…

Dynamics of morphological processing in pre-school children with and without familial risk for dyslexia

2020

Difficulties in phonological processing and speech perception are associated with developmental dyslexia, but there is considerable diversity across people with developmental dyslexia (e.g., dyslexics with and without phonological difficulties). Phonological and morphological awareness are both known to play an important role in reading acquisition. Problems in morpho-phonological information processing could arguably be associated with developmental dyslexia, especially for Finnish, which is a rich morphologically language. We used MEG to study the connection between morpho-phonology in the Finnish language and familial risk for developmental dyslexia. We measured event-related fields (ERF…

Digital solutions for multilingual learning environments : the case of GraphoGame™ adaptations in Kenya

2015

Measuring orthographic transparency and morphological-syllabic complexity in alphabetic orthographies

2017

This narrative review discusses quantitative indices measuring differences between alphabetic languages that are related to the process of word recognition. The specific orthography that a child is acquiring has been identified as a central element influencing reading acquisition and dyslexia. However, the development of reliable metrics to measure differences between language scripts hasn’t received much attention so far. This paper therefore reviews metrics proposed in the literature for quantifying orthographic transparency, syllabic complexity, and morphological complexity of alphabetic languages. The review included searches of Web of Science, PubMed, PsychInfo, Google Scholar, and var…

GraphoGame SI: the development of a technology-enhanced literacy learning tool for Standard Indonesian

2018

Early intervention programs are generally considered the most efficient and beneficial approach to providing support to struggling beginning readers. This paper discusses the theoretical background, development, and design of, as well as the first results obtained with, GraphoGame for Standard Indonesian, a technology-enhanced learning environment that trains the basic skills of reading by high but playful exposure to grapheme-phoneme coupling. The results of the pilot study assessing the usability of the program in 69 first-graders show that the more the students with low pre-test phonological skills were exposed to the game, the better their post-test performance on reading and decoding f…

Development in reading and reading related skills : a follow-up study from pre-school to the fourth grade

2002

Children at risk for dyslexia show deficient left-hemispheric memory representations for new spoken word forms

2021

Developmental dyslexia is a specific learning disorder with impairments in reading and spelling acquisition. Apart from literacy problems, dyslexics show inefficient speech encoding and deficient novel word learning, with underlying problems in phonological processing and learning. These problems have been suggested to be related to deficient specialization of the left hemisphere for language processing. To examine this possibility, we tracked with magnetoencephalography (MEG) the activation of the bilateral temporal cortices during formation of neural memory traces for new spoken word forms in 7–8-year-old children with high familial dyslexia risk and in controls. The at-risk children impr…

Costs and Benefits of Orthographic Inconsistency in Reading: Evidence from a Cross-Linguistic Comparison.

2016

We compared reading acquisition in English and Italian children up to late primary school analyzing RTs and errors as a function of various psycholinguistic variables and changes due to experience. Our results show that reading becomes progressively more reliant on larger processing units with age, but that this is modulated by consistency of the language. In English, an inconsistent orthography, reliance on larger units occurs earlier on and it is demonstrated by faster RTs, a stronger effect of lexical variables and lack of length effect (by fifth grade). However, not all English children are able to master this mode of processing yielding larger inter-individual variability. In Italian, …

Neural correlates of morphological processing and its development from pre-school to the first grade in children with and without familial risk for d…

2022

Previous studies have shown that the development of morphological awareness and reading skills are interlinked. However, most have focused on phonological awareness as a risk factor for dyslexia, although there is considerable diversity in the underlying causes of this reading difficulty. Specifically, the relationship between phonology, derivational morphology, and dyslexia in the Finnish language remains unclear. In the present study, we used magnetoencephalography (MEG) to measure the brain responses to correctly and incorrectly derived Finnish nouns in 34 first grade Finnish children (21 typically developing and 13 with familial risk for dyslexia). In addition, we compared longitudinall…

Supporting Acquisition of Spelling Skills in Different Orthographies Using an Empirically Validated Digital Learning Environment

2021

This paper discusses how the association learning principle works for supporting acquisition of basic spelling and reading skills using digital game-based learning environment with the Finland-based GraphoLearn (GL) technology. This program has been designed and validated to work with early readers of different alphabetic writing systems using repetition and reinforcing connections between spoken and written units. Initially GL was developed and found effective in training children at risk of reading disorders in Finland. Today GL training has been shown to support learning decoding skills among children independent of whether they face difficulties resulting from educational, social, or bi…