When Orthographic Representations are Generated in the Absence of Orthography.

When acquiring novel spoken words, English-speaking children generate preliminary orthographic representations even before seeing the words' spellings (Wegener et al., 2018). Interestingly, these are generated even when novel words' spellings are uncertain, at least in transparent languages like Spanish (Jevtović et al.

One-to-One or One ? Linking Sound-to-Letter Mappings to Speech Sound Perception and Production in Early Readers.

Purpose: Effects related to literacy acquisition have been observed at different levels of speech processing. This study investigated the link between orthographic knowledge and children's perception and production of specific speech sounds.

Method: Sixty Spanish-speaking second graders, differing in their phonological decoding skills, completed a speech perception and a production task.

Gepo with a G, or Jepo with a J? Skilled Readers Generate Orthographic Expectations for Novel Spoken Words Even When Spelling is Uncertain.

English-speaking children and adults generate orthographic skeletons (i.e., preliminary orthographic representations) solely from aural exposure to novel words.

Does the visual attention span play a role in the morphological processing of orthographic stimuli?

We investigated whether the link between visual attention (VA) span and reading is modulated by the presence of morphemes. Second and fourth grade children, with Basque as their first language, named morphologically complex and simple words and pseudowords, and performed a task measuring VA span. The influence of VA span skills on reading was modulated by the presence of morphemes in naming speed measures.

Enhancing reading performance through action video games: the role of visual attention span.

Recent studies reported that Action Video Game-AVG training improves not only certain attentional components, but also reading fluency in children with dyslexia. We aimed to investigate the shared attentional components of AVG playing and reading, by studying whether the Visual Attention (VA) span, a component of visual attention that has previously been linked to both reading development and dyslexia, is improved in frequent players of AVGs. Thirty-six French fluent adult readers, matched on chronological age and text reading proficiency, composed two groups: frequent AVG players and non-players.