On the benefits of bi-literacy: just a head start in reading or specific orthographic insights?
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Hebrews
Pseudoword
Orthography
Spelling
Semitic Languages
The present study explored the cross-sectional and longitudinal relationships between Chinese phonological awareness and English reading and the cross-language transfer of different levels of PA to the English word and pseudoword reading among Chinese primary school children aged 6 to 8, who were beginners in English. Results showed that children’s Chinese phoneme awareness directly contributed to English pseudoword reading and predicted English word reading entirely through pseudoword reading. While the influence of Chinese onset-rime awareness on English reading is mediated exclusively through Chinese phoneme awareness. In addition, on the one hand, the bidirectional relationship between phonetic decoding and reading was found in the longitudinal English learning process. On the other hand, concurrent Chinese phoneme awareness could indirectly predict subsequent English pseudoword reading through concurrent pseudoword reading. Findings underscore the significant role of the cross-language transfer of Chinese PA in English reading and provided evidence that the coarse-grained representational unit of PA acts on reading through the fine-grained unit. Our findings also shed light on the evidence that native language proficiency directly affects second language acquisition and performance.
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Abstract In a cross‐modal rhyming study with visual pseudoword primes and auditory word targets, we found a typical ERP rhyming effect such that nonrhyming targets elicited a larger N400/N450 than rhyming targets. An orthographic effect was also apparent in the same 350‐ to 600‐ms epoch as the phonological effect: The rhyming effect for targets with rime orthography that did not match their primes' (e.g., tain‐“sane” ) was smaller over the left hemisphere than the rhyming effect for targets with rime orthography that did match their primes' (e.g., nain‐“gain” ), although the spellings of the auditory word targets were never explicitly shown. Our results indicate that this cross‐modal ERP rhyming effect indexes both phonological and orthographic processing—for auditory stimuli for which no orthography is presented in the task. This pattern of findings is consistent with the notion of coactivation of sublexical orthography and phonology in fluent adult readers as they both read and listen.
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Hard rime
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We examined how whole-word lexical information and knowledge of distributional properties of orthography interact in children's spelling. High- versus low-frequency words, which included inconsistently spelled segments occurring more or less frequently in the orthography, were used in two experiments: (a) word spelling; (b) lexical priming of pseudoword spelling. Participants were 1st-, 2nd-, and 4th-grade Italian children. Word spelling showed sensitivity to the distributional properties of orthography in all children: accuracy in spelling uncommon transcription segments emerged progressively as a function of word frequency and schooling. Lexical priming effects emerged as a function of age. When related primes contained an uncommon segment, 2nd- and 4th-graders preferred uncommon segments than common ones in spelling target pseudowords, thus inverting the response trend found in the control condition. A smaller but significant effect was present in 1st- graders, who, unlike 2nd- and 4th-graders, still preferred common segments, only slightly increasing the use of uncommon ones. A larger priming effect emerged for high-frequency primes than low-frequency ones. Results indicate that children learning to spell in a transparent orthography are sensitive to the distributional properties of the orthography. However, whole-word lexical representations are also used, with larger effects in more skilled pupils.
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We examined the effects of an adaptive phonological training program on the enhancement of 3 processing abilities—namely, phonological awareness, rapid automatized naming, and phonological short-term memory—as well as word and pseudoword reading in Arabic-speaking children with dyslexia. We compared an experimental group (n = 20; mean age = 122.9 months) to a control group (n = 20; mean age = 124.65 months) from Grades 4 and 5. The phonological training program focused on the mental representation of phonemes, their identity, and their positions in words. The experimental group outperformed controls on all posttraining measures for reading words and pseudowords as well as phonological processing components. We discuss findings indicating a strong relationship between phonological processing and reading efficiency in terms of reading-related skills gained through training.
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Abstract Enhancing English phonological awareness is critical in promoting native English speakers’ reading development. However, less attention has been paid to the role of phonological awareness development for English language learners in a logographic context. This meta‐analysis aims to evaluate the effectiveness of training native Chinese speakers’ English phonological awareness and reading across age groups. Thirty‐three articles, including 37 independent samples, were identified as training studies that reported English phonological awareness as an outcome measure, and 16 articles, including 17 independent samples, featured training studies that reported reading as an outcome measure. Results based on a random‐effect model revealed the effect sizes for overall English phonological awareness (including English syllable awareness, phoneme awareness, and rhyme awareness) and overall reading (including word reading and pseudoword reading) were g = 0.651 ( n = 3137) and g = 0.498 ( n = 1506), respectively. Specifically, instructional training exerted a small impact on word reading ( g = 0.297), moderate effects on syllable awareness ( g = 0.468) and pseudoword reading ( g = 0.586), a medium to large effect on phoneme awareness ( g = 0.736), and a large impact on rhyme awareness ( g = 0.948). The moderator analyses yielded several significant findings. Regarding the English phonological awareness outcome, programs integrating lexical semantic knowledge exhibited the largest trend in enhancing native Chinese speakers’ skills. Among all age groups, upper elementary students benefited most from instructional training. Furthermore, more intensive training had a greater impact than less intensive training. In terms of the reading outcome, similar to English phonological awareness findings, upper elementary students realized the greatest improvements. Additionally, unpublished articles indicated a larger training effect on reading than published ones. These findings provide practitioners with guidelines for delivering effective instruction to promote phonological awareness and reading ability for English language learners in a logographic language context.
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Phonemic awareness
Metalinguistics
Moderation
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Given the morphophonemic nature of the English orthography, surprisingly few studies have examined the roles of morphological and phonological awareness in reading. This 4-year longitudinal study (Grades 2–5) compared these two factors in three aspects of reading development: pseudoword reading, reading comprehension, and single word reading. Morphological awareness contributed significantly to pseudoword reading and reading comprehension, after controlling prior measures of reading ability, verbal and nonverbal intelligence, and phonological awareness. This contribution was comparable to that of phonological awareness and remained 3 years after morphological awareness was assessed. In contrast, morphological awareness rarely contributed significantly to single word reading. We argue that these results provide evidence that morphological awareness has a wide-ranging role in reading development, one that extends beyond phonological awareness.
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Metalinguistics
Orthography
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Phonological awareness in kindergarten and rapid naming of objects in Grade 1 were used as predictors of reading achievement in Grade 1. Two reading measures were used: oral decoding of both words and pseudowords. They were found to be highly correlated. Both rapid naming and phonological awareness accounted for independent variance in reading achievement except for pseudoword reading, where rapid naming did not contribute significantly after the effect of phonemic awareness had been accounted for. Phonological awareness was the stronger predictor and a large part of the variance was shared between it and rapid naming. The rapid naming testing procedure functioned well and its potential as a research and diagnostic tool is discussed.
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Pseudoword (non-word) reading tasks are a commonly used measure of phonological processing across diverse fields of reading research. However, whether pseudoword reading gives any more information about phonological processing in young learner readers than does the reading of real words has seldom been considered. Here we show that pseudoword and real word reading are so strongly correlated (r = 0.94) in the first 4 years of school as to be representative of the same construct. Two of the subskills of phonological processing, phonological awareness and rapid automatic naming also predict almost identical amounts of variance in pseudoword and real word reading. A divergence in the correlations between word and pseudoword reading and phonological awareness and rapid naming only emerges in the fourth year, while a significant correlation between phonological awareness and rapid automatic naming is evident only in the first year of schooling. Thus these results suggest that, at least in young children learning to read, care should be taken when using pseudoword reading to measure either phonological processing ability or phonological awareness as this may misinform the choice of therapy for a child showing symptoms of dyslexia. Copyright © 2006 John Wiley & Sons, Ltd.
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Abstract Previous visual event‐related potential (ERP) studies using prime–target pairs of word and pseudoword stimuli have reported a robust rhyming effect such that nonrhyming targets elicit a larger N450 than rhyming targets. However, results of similar studies using simpler linguistic stimuli—single letters—are equivocal. We used lowercase and uppercase letter pairs in a simple ERP prime–target rhyming paradigm to further investigate whether single letters could elicit the typical rhyming effect and, if so, whether the rhyming effect was sensitive to physical orthography (which differed between the case conditions). The typical N450 rhyming effect was observed in both the lowercase and uppercase letter pair conditions, with similar amplitude and latency between conditions. This pattern of results suggests that the N450 rhyming effect is not sensitive to physical (case) orthography and likely primarily indexes phonological processing related to the rhyme task.
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Pseudoword
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