The development of written word processing: the case of deaf children

Reading is a highly complex, flexible and sophisticated cognitive activity, and word recognition constitutes only a small and limited part of the whole process. It seems however that for various reasons, word recognition is worth studying separately from other components. Considering that writing systems are secondary codes representing the language, word recognition mechanisms may appear as an interface between printed material and general language capabilities, and thus, specific difficulties in reading and spelling acquisition should be iodated at the level of isolated word identification (see e. g. Crowder, 1982 for discussion). Moreover, it appears that a prominent characteristic of poor readers is their lack of efficiency in the processing of isolated words (Mitche11,1982; Stanovich, 1982). And finally, word recognition seems to be a more automatic and less controlled component of the whole reading process.Reading is a highly complex, flexible and sophisticated cognitive activity, and word recognition constitutes only a small and limited part of the whole process. It seems however that for various reasons, word recognition is worth studying separately from other components. Considering that writing systems are secondary codes representing the language, word recognition mechanisms may appear as an interface between printed material and general language capabilities, and thus, specific difficulties in reading and spelling acquisition should be iodated at the level of isolated word identification (see e. g. Crowder, 1982 for discussion). Moreover, it appears that a prominent characteristic of poor readers is their lack of efficiency in the processing of isolated words (Mitche11,1982; Stanovich, 1982). And finally, word recognition seems to be a more automatic and less controlled component of the whole reading process

Speech-Mediated Retention in Dyslexics

Dyslexics (6 to 9 yr. old) and a control group of 12 normal readers (second-graders) were tested on a memory task with rhyming and non-rhyming items. The most important finding is that both groups were penalized by rhyme, indicating speech coding. It was observed that the dyslexics were not less penalized by rhyme than were controls. The present results are compared with those of other recent studies.Journal ArticleResearch Support, Non-U.S. Gov'tinfo:eu-repo/semantics/publishe

Rethinking First Language–Second Language Similarities and Differences in English Proficiency: Insights From the ENglish Reading Online (ENRO) Project

This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary, spelling, and grammar, as well as rich demographic and language background data. We first demonstrate high reliability for ENRO tests and their convergent validity with existing meta-analyses.We then provide a bird’s-eye view of first (L1) and second (L2) language comparisons and examine the relative role of various predictors of reading and listening comprehension and reading speed. Across analyses, we found substantially more overlap than differences between L1 and L2 speakers, suggesting that English reading proficiency is best considered across a continuum of skill, ability, and experiences spanning L1 and L2 speakers alike. We end by providing pointers for how researchers can mine ENRO data for future studies

Acoustic-phonetic cues to word boundary location: Evidence from word spotting.

This research examined acoustic-phonetic cues to word boundary location in French consonant clusters, and assessed their use in on-line lexical segmentation. Two word-spotting experiments manipulated the alignment between word targets and syllable boundaries. A perceptual cost of such misalignment was observed for obstruent-liquid clusters but not for /s/ + obstruent clusters. For the former clusters, the analysis of a corpus of utterances showed systematic variations in segment durations as a function of the lexical assignment of the pivotal consonant. We conclude that the availability of acoustic-phonetic cues to word boundary location in consonant clusters depends upon the cluster class. When available, these cues are exploited in on-line lexical segmentation of speech

The role of syllable structure in lexical segmentation: Helping listeners avoid mondegreens.

One challenge for theories of word recognition is to determine how the listener recovers the intended lexical segmentation in continuous speech. We argue that syllable structure provides one source of constraint on lexical segmentation and more precisely, that syllable onsets constitute potential alignment points for the mapping process. We present an overview of several studies using explicit syllable segmentation tasks, word spotting and crossmodal priming, which support the hypothesis

Acoustic-phonetic cues and lexical competition in segmentation of continuous speech.

The present research examined the interplay between lexical competition and acoustic-phonetic cues in word segmentation and recognition. Lexically ambiguous bisyllabic carriers were used in word-spotting experiments that required the participants to detect CVC or CV initially embedded words. The syllabification of the medial cluster (C.C vs .CC) and the lexical status of the post-boundary final chunk were manipulated. The word-spotting responses to CVC words were clearly inhibited by the overlapping word, leading to a target-offset misalignment effect. The CV word-spotting latencies also showed a misalignment effect, that tended to be reduced when the target was followed by a word. These results are interpreted in terms of a framework which combines the PWC and a prelexical segmentation heuristic based upon the onsets of syllables

Contribution de la structure syllabique de surface à la segmentation lexicale

This study examined the use of acoustic-phonetic cues to syllable boundaries in on-line lexical segmentation. Two word-spotting experiments manipulated the alignment between word and surface syllable boundaries. A misalignment cost was observed for obstruent-liquid clusters but not for /s/ + obstruent clusters. Durational analyses of the materials as well as of a large corpus of utterances showed systematic variations in segment durations as a function of boundary location in obstruent-liquid clusters only. We conclude that the availability of acoustic-phonetic cues to word boundary location in consonant clusters depends upon the cluster class. When available, these cues are exploited in on-line lexical segmentation of speech

Review of M. Taft, "Reading and the mental lexicon"

info:eu-repo/semantics/publishe

Dyslexie développementale: étude d'un cas

info:eu-repo/semantics/nonPublishe