This investigation examined orthographic and semantic processing during reading acquisition. Children in first through fourth grade were presented with a target word and two response alternatives, and were asked to identify the semantic match. Words were presented in four conditions: an exact match and unrelated foil (STONE - STONE - EARS), an exact match and an orthographic neighbor foil (STONE - STONE - STOVE), a synonym match and an unrelated foil (STONE - ROCK - EARS), and a synonym match and an orthographic neighbor foil (STONE - ROCK - STOVE). Accuracy and reaction time results suggest that orthographic and semantic processing follow a two-step acquisition pattern. First, the orthographic component of reading develops quickly, however, forming strong conceptual links from orthographic to semantic representations follows a protracted trajectory, which matures between the third and fourth grade. These results are consistent with research that suggests younger children rely on more concrete, perceptual systems and then transition to more flexible, abstract cognition.
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| http://dx.doi.org/10.1111/j.1467-9817.2012.01544.x | DOI Listing |
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Article Synopsis
- The paper introduces DerLex, a new database containing eye-tracking data on 598 unique derived suffixed words read by 357 participants.
- The database includes participants' reading proficiency scores and various lexical variables, helping to analyze the effects of word features on reading.
- While some lexical effects are easily detectable, the database may lack power to detect other important effects relevant to understanding morphological processing, guiding future research design.
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