Phonological recoding, orthographic knowledge, and rapid automatized naming (RAN) are three major contributors to word identification. However, the interrelations between these components remain somewhat unclear. The current analyses focus on how phonological recoding and alphanumeric versus non-alphanumeric RAN contribute to different components of orthographic knowledge (word specific vs. general). Results indicate that alphanumeric and non-alphanumeric RAN contribute to orthographic knowledge components differently. Alphanumeric RAN relates more to word-specific orthographic knowledge, whereas non-alphanumeric RAN relates more to general orthographic knowledge. Furthermore, phonological recoding is more closely related to word-specific orthographic knowledge than to general orthographic knowledge.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1016/j.jecp.2013.05.009 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Cognitive-Linguistic Profiles Underlying Reading Difficulties Within the Unique Characteristics of Hebrew Language and Writing System.
Dyslexia
February 2025
Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel.
While the multiple cognitive deficits model of reading difficulties (RD) is widely supported, different cognitive-linguistic deficits may manifest differently depending on language and writing system characteristics. This study examined cognitive-linguistic profiles underlying RD in Hebrew, characterised by rich Semitic morphology and two writing versions differing in orthographic consistency-a transparent-pointed version and a deep-unpointed version. A two-step cluster analysis grouped 96 s graders and 81 fourth graders based on their phonological awareness (PA), rapid naming (RAN), orthographic knowledge (OK) and morphological-pattern identification (MPI) abilities.
View Article and Find Full Text PDFVisual attention matters during word recognition: A Bayesian modeling approach.
Psychon Bull Rev
January 2025
Université Grenoble Alpes, Université Savoie Mont Blanc, CNRS, LPNC, 38000, Grenoble, France.
It is striking that visual attention, the process by which attentional resources are allocated in the visual field so as to locally enhance visual perception, is a pervasive component of models of eye movements in reading, but is seldom considered in models of isolated word recognition. We describe BRAID, a new Bayesian word-Recognition model with Attention, Interference and Dynamics. As most of its predecessors, BRAID incorporates three sensory, perceptual, and orthographic knowledge layers together with a lexical membership submodel.
View Article and Find Full Text PDFThe contribution of orthographic knowledge, phonological awareness, rapid automatized naming and phonological working memory to the reading skills of typically developing children.
Appl Neuropsychol Child
January 2025
Department of Speech Therapy, Tehran University of Medical Sciences, Tehran, Iran.
The present study examined the effects of orthographic knowledge (OK), phonological awareness (PA), rapid automatized naming (RAN), and phonological working memory (PWM) on the reading speed, accuracy, and comprehension of elementary school students. Results from a sample of 176 typically developing children in the second through fourth grades (mean age = 8.9 years) revealed that the correlation between reading and the other variables (PWM, PA, RAN, and OK) was significant.
View Article and Find Full Text PDFOverreliance on Sublexical Phonological Processing in Visual Word Recognition for Third-Grade Mandarin-Speaking Dyslexic Children.
Dyslexia
February 2025
Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China.
Article Synopsis
- Developmental dyslexic (DD) children face difficulties with sublexical orthographic, phonological, and semantic processing, affecting their ability to recognize words visually.
- A study involving 50 DD and 47 typically developing (TD) third graders assessed their responses to different types of pseudo characters related to semantic and phonetic factors.
- Results indicated that DD children rely more on phonetic processing compared to TD children, suggesting that sublexical phonological processing plays a significant role in how DD children recognize words.
Phonology facilitates deeply opaque logographic writing.
PLoS One
October 2024
National Rehabilitation Center for Persons with Disabilities, Tokorozawa, Japan.
Phonological knowledge plays a pivotal role in many aspects of language processing, but it remains controversial whether it is required for writing. In the present study, we examined the issue by focusing on written production in an opaque logographic script (kanji) with highly irregular pronunciation rules, which allowed for a rigorous test of whether or not phonology contributes to writing. Using a phonological priming paradigm in two experiments, we measured response latency while participants orally named target pictures or wrote down their names in kanji.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!