Search results for "word recognition"
showing 10 items of 133 documents
Breaking down the word length effect on readers’ eye movements
2015
Previous research on the effect of word length on reading confounded the number of letters (NrL) in a word with its spatial width. Consequently, the extent to which visuospatial and attentional-linguistic processes contribute to the word length effect on parafoveal and foveal vision in reading and dyslexia is unknown. Scholars recently suggested that visual crowding is an important factor for determining an individual’s reading speed in fluent and dyslexic reading. We studied whether the NrL or the spatial width of target words affects fixation duration and saccadic measures in natural reading in fluent and dysfluent readers of a transparent orthography. Participants read natural sentences …
Longitudinal Associations of First-grade Teaching with Reading in Early Primary School
2019
The present study examined the longitudinal associations between first-grade teaching practices and children's reading skills development from Grade 1 to Grade 3. Using the Early Childhood Classroom Observation Measure (ECCOM), the teaching practices of 32 Finnish teachers were observed in Grade 1. Students' (N = 359) word recognition and sentence reading skills were assessed yearly from Grade 1 to Grade 3. The person-oriented analysis identified three profiles of teaching practices in Grade 1: child-centred teaching style, teacher-directed teaching style, and a mixed child-centred and teacher-directed teaching style. Furthermore, the results showed that children whose Grade 1 teachers used…
Function Words Constrain On-Line Recognition of Verbs and Nouns in French 18-Month-Olds
2013
In this experiment using the conditioned head-turn procedure, 18-month-old French-learning toddlers were trained to respond to either a target noun (“la balle”/the ball) or a target verb (“je mange”/I eat). They were then tested on target word recognition in two syntactic contexts: the target word was preceded either by a correct function word (“une balle”/a ball or “on mange”/they eat), or by an incorrect function word, signaling a word from the other category (*“on balle”/they ball or *“une mange”/a eat). We showed that 18-month-olds exploit the syntactic context on-line to recognize the target word: verbs were recognized when preceded by a personal pronoun but not when preceded by a dete…
The impact of visual cues during visual word recognition in deaf readers: An ERP study
2021
Abstract Although evidence is still scarce, recent research suggests key differences in how deaf and hearing readers use visual information during visual word recognition. Here we compared the time course of lexical access in deaf and hearing readers of similar reading ability. We also investigated whether one visual property of words, the outline-shape, modulates visual word recognition differently in both groups. We recorded the EEG signal of twenty deaf and twenty hearing readers while they performed a lexical decision task. In addition to the effect of lexicality, we assessed the impact of outline-shape by contrasting responses to pseudowords with an outline-shape that was consistent (e…
Masked priming effects are modulated by expertise in the script.
2010
In a recent study using a masked priming same–different matching task, García-Orza, Perea, and Muñoz (2010) found a transposition priming effect for letter strings, digit strings, and symbol strings, but not for strings of pseudoletters (i.e., [Formula: see text] produced similar response times to the control pair [Formula: see text]). They argued that the mechanism responsible for position coding in masked priming is not operative with those “objects” whose identity cannot be attained rapidly. To assess this hypothesis, Experiment 1 examined masked priming effects in Arabic for native speakers of Arabic, whereas participants in Experiments 2 and 3 were lower intermediate learners of Arabi…
Parental Literacy Predicts Children's Literacy: A Longitudinal Family-Risk Study
2011
This family-risk (FR) study examined whether the literacy skills of parents with dyslexia are predictive of the literacy skills of their offspring. We report data from 31 child-parent dyads where both had dyslexia (FR-D) and 68 dyads where the child did not have dyslexia (FR-ND). Findings supported the differences in liability of FR children with and without dyslexia: the parents of the FR-D children had more severe difficulties in pseudoword reading and spelling accuracy, in rapid word recognition, and in text reading fluency than the parents of the FR-ND children. Finally, parental skills were found to be significant predictors of children's Grade 3 reading and spelling. Parental skills p…
Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language
2012
We examined the double-deficit hypothesis in Finnish. One hundred five Finnish children with high familial risk for dyslexia and 90 children with low family risk were followed from the age of 3½ years until Grade 3. Children's phonological awareness, rapid naming speed, text reading, and spelling were assessed. A deficit in rapid automatized naming (RAN) predicted slow reading speed across time and spelling difficulties after Grade 1. A deficit in phonological awareness predicted difficulties in spelling, but only in the familial risk sample. The effect of familial risk was significant in the development of phonological awareness, RAN, reading, and spelling. Our findings suggest that the ba…
The processing of consonants and vowels during letter identity and letter position assignment in visual-word recognition: an ERP study.
2009
Abstract Recent research suggests that there is a processing distinction between consonants and vowels in visual-word recognition. Here we conjointly examine the time course of consonants and vowels in processes of letter identity and letter position assignment. Event related potentials (ERPs) were recorded while participants read words and pseudowords in a lexical decision task. The stimuli were displayed under different conditions in a masked priming paradigm with a 50-ms SOA: (i) identity/baseline condition e.g., chocolate-CHOCOLATE); (ii) vowels-delayed condition (e.g., choc l te-CHOCOLATE); (iii) consonants-delayed condition (cho o ate-CHOCOLATE); (iv) consonants-transposed condition (…
Do transposed-letter similarity effects occur at a prelexical phonological level?
2006
Nonwords created by transposing two letters (e.g., RELOVUTION) are very effective at activating the lexical representation of their base words (Perea & Lupker, 2004). In the present study, we examined whether the nature of transposed-letter (TL) similarity effects was purely orthographic or whether it could also have a phonological component. Specifically, we examined transposed-letter similarity effects for nonwords created by transposing two nonadjacent letters (e.g., relovución– REVOLUCIÓN) in a masked form priming experiment using the lexical decision task (Experiment 1). The controls were (a) a pseudohomophone of the transposed-letter prime ( relobución– REVOLUCIÓN; note that B an…
Do Grading Gray Stimuli Help to Encode Letter Position?
2021
Numerous experiments in the past decades recurrently showed that a transposed-letter pseudoword (e.g., JUGDE) is much more wordlike than a replacement-letter control (e.g., JUPTE). Critically, there is an ongoing debate as to whether this effect arises at a perceptual level (e.g., perceptual uncertainty at assigning letter position of an array of visual objects) or at an abstract language-specific level (e.g., via a level of “open bigrams” between the letter and word levels). Here, we designed an experiment to test the limits of perceptual accounts of letter position coding. The stimuli in a lexical decision task were presented either with a homogeneous letter intensity or with a graded gra…