The Role of Morphological Structure in Determining the Optimal Viewing Position During Visual Word Recognition in Beginning Readers.

Background/objectives: The present study examines the role of morphemic units in the initial word recognition stage among beginning readers. We assess whether and to what extent sublexical units, such as morphemes, are used in processing French words and how their use varies with reading proficiency.

Methods: Two experiments were conducted to investigate the perceptual and morphological effects on the recognition of words presented in central vision, using a variable-viewing-position technique.

Predictive factors of reading in children with developmental language disorder.

The current study aimed to fill the gap in research on factors predictive of word reading in French-speaking children with developmental language disorder (DLD) by finding out whether the same predictors of written word recognition evidenced in typically developing children would be retrieved in children with DLD or if some predictors could be specific to children with DLD, especially in the phonological domain. In total, 38 children with DLD and 44 control children were followed from 6 to 8 years in a longitudinal design including two time points: (1) just before explicit reading instruction, where potential predictors of reading were assessed (oral language skills and reading-related skills), and (2) after 2 years of learning to read, where isolated word reading and text reading were assessed in addition to the assessment of oral language skills and reading-related skills. The study mainly showed that the predictors of reading identified in typically developing children are retrieved in children with DLD except for phonemic awareness; the latter result was probably explained by a floor effect.

Contribution of orthography to vocabulary acquisition in a second language: Evidence of an early word-learning advantage in elementary-school children.

Recent studies have shown that children benefit from orthography when learning new words. This orthographic facilitation can be explained by the fact that written language acts as an anchor device due to the transient nature of spoken language. There is also a close and reciprocal relationship between spoken and written language.

Do French speakers have an advantage in learning English vocabulary thanks to familiar suffixes?

Previous research has shown that languages from nearby families are easier to learn as second languages (L2) than languages from more distant families, attributing this difference to the presence of shared elements between the native language (L1) and L2. Building on this idea, we hypothesised that suffixes present in L1 might facilitate complex word acquisition in L2. To test this hypothesis, we recruited 76 late French-English bilinguals and tasked them with learning a set of 80 English-derived words containing suffixes that also exist in French (e.

New insights into bilingual visual word recognition: State of the art on the role of orthographic markedness, its theoretical implications, and future research directions.

In the past decade, research on bilingual visual word recognition has given rise to a new line of study focusing on a sublexical orthographic variable referred to as orthographic markedness, derived from the comparison of the two orthotactic distributions known by a bilingual reader. Orthographic markers have been shown to speed up language decisions but also, to some extent, to modulate language nonselectivity during lexical access (i.e.