Is the orthographic/phonological onset a single unit in reading aloud?

Two main theories of visual word recognition have been developed regarding the way orthographic units in printed words map onto phonological units in spoken words. One theory suggests that a string of single letters or letter clusters corresponds to a string of phonemes (Coltheart, 1978; Venezky, 1970), while the other suggests that a string of single letters or letter clusters corresponds to coarser phonological units, for example, onsets and rimes (Treiman & Chafetz, 1987). These theoretical assumptions were critical for the development of coding schemes in prominent computational models of word recognition and reading aloud. In a reading-aloud study, we tested whether the human reading system represents the orthographic/phonological onset of printed words and nonwords as single units or as separate letters/phonemes. Our results, which favored a letter and not an onset-coding scheme, were successfully simulated by the dual-route cascaded (DRC) model (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001). A separate experiment was carried out to further adjudicate between 2 versions of the DRC model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading speed in pure alexia

This study investigated possible causes of differences in reading speed between two alexic patients who read words letter by letter. As both patients appeared to rely on serial left-to-right processing of letters within words, the difference in reading speed did not seem to be related to any differences in the extent to which the patients could recognize letters in words in parallel or 'ends-in'. Differences in reading speed also seemed to be unrelated to the patients ability to identify individual letters since their letter recognition accuracy was very similar. Furthermore, although patient PD was significantly slower at reading words aloud than patient DC, PD was in fact significantly quicker than DC on a test that has previously been used to assess letter recognition skills in letter-by-letter readers. It is therefore concluded that PD reads words more slowly because of an additional impairment at the level of the word form system. The results therefore reinforce the distinction between Type 1 and Type 2 letter-by-letter readers that was first drawn by Patterson and Kay.     

Eye movements when reading transposed text: The importance of word-beginning letters.

Participants' eye movements were recorded as they read sentences with words containing transposed adjacent letters. Transpositions were either external (e.g., problme, rpoblem) or internal (e.g., porblem, probelm) and at either the beginning (e.g., rpoblem, porblem) or end (e.g., problme, probelm) of words. The results showed disruption for words with transposed letters compared to the normal baseline condition, and the greatest disruption was observed for word-initial transpositions. In Experiment 1, transpositions within low frequency words led to longer reading times than when letters were transposed within high frequency words. Experiment 2 demonstrated that the position of word-initial letters is most critical even when parafoveal preview of words to the right of fixation is unavailable. The findings have important implications for the roles of different letter positions in word recognition and the effects of parafoveal preview on word recognition processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Semantic involvement in reading aloud: Evidence from a nonword training study.

The current research uses a novel methodology to examine the role of semantics in reading aloud. Participants were trained to read aloud 2 sets of novel words (i.e., nonwords such as bink): some with meanings (semantic) and some without (nonsemantic). A comparison of reading aloud performance between these 2 sets of novel words was used to provide an indicator of the importance of semantic information in reading aloud. In Experiment 1, in contrast to expectations, reading aloud performance was not better for novel words in the semantic condition. In Experiment 2, the training of novel words was modified to reflect more realistic steps of lexical acquisition: Reading aloud performance became faster and more accurate for novel words in the semantic condition, but only for novel words with inconsistent pronunciations. This semantic advantage for inconsistent novel words was again observed when a subset of participants from Experiment 2 was retested 6-12 months later (in Experiment 3). These findings provide support for a limited but significant role for semantics in the reading aloud process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From reading to spelling and spelling to reading: Transfer goes both ways.

This study compares the effects of practice spelling and reading specific words on the orthographic representations in memory involved in reading both practiced words and new, unfamiliar words. Typically developing readers in Grade 2 (mean age = 7 years, 7 months) participated in a training study examining whether transfer can occur between reading and spelling following a series of reading and spelling practice sessions. Practice consisted of either repeated reading or repeated spelling of words with shared orthographic rime patterns. A series of mixed analyses of variance was used to examine generalization within skill and transfer across skill. Following practice, word-specific transfer across skill was found. Specifically, children were better able to spell words they had practiced reading and to read words they had practiced spelling. In addition, generalization to new words with practiced rime units was found both within a skill and across skills. However, transfer from spelling to reading was greater than transfer from reading to spelling. Results indicate that the orthographic representations established through practice can be used for both reading and spelling. Subsequently, reading and spelling curricula should be coordinated to benefit children maximally. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sources of Individual Differences in Reading Comprehension and Reading Fluency.

This study examined the common and distinct contributions of context-free and context reading skill to reading comprehension and the contributions of context-free reading skill and reading comprehension to context fluency. The 113 4th-grade participants were measured in reading comprehension, read aloud a folktale, and read aloud the folktale's words in a random list. Fluency was scaled as speed (words read correctly in 1 min) and time (seconds per correct word). Relative to list fluency, context fluency was a stronger predictor of comprehension. List fluency and comprehension each uniquely predicted context fluency, but their relative contributions depended on how fluency was scaled (time or speed). Results support the conclusion that word level processes contribute relatively more to fluency at lower levels while comprehension contributes relatively more at higher levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading mutilated text.

Conducted 2 experiments, one with 12 6th graders considered to be good readers and one with 12 junior high and high school students who had normal IQs but were 2 yrs behind on standardized reading scores. Ss read passages of text which had been mutilated by changing the shape of the words and/or the initial, medial, or final letter of words. When the shape had been maintained by replacing letters with letters that shared distinctive features and were visually confusable with them, less reading time was taken and fewer errors were made than when the shape had been altered by replacing letters with letters that were not visually confusable with them. In addition, mutilations to the beginning of a word were considerably more disruptive than mutilations to the middle or end of a word. Good readers and poor readers showed highly similar data patterns. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Vowel processing during silent reading: Evidence from eye movements.

Two eye movement experiments examined whether skilled readers include vowels in the early phonological representations used in word recognition during silent reading. Target words were presented in sentences preceded by parafoveal previews in which the vowel phoneme was concordant or discordant with the vowel phoneme in the target word. In Experiment 1, the orthographic vowel differed from the target in both the concordant and discordant preview conditions. In Experiment 2, the vowel letters in the preview were identical to those in the target word. The phonological vowel was ambiguous, however, and the final consonants of the previews biased the vowel phoneme either toward or away from the target's vowel phoneme. In both experiments, shorter reading times were observed for targets preceded by concordant previews than by discordant previews. Implications for models of word recognition are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transposed-letter effects in reading: Evidence from eye movements and parafoveal preview.

Three eye movement experiments were conducted to examine the role of letter identity and letter position during reading. Before fixating on a target word within each sentence, readers were provided with a parafoveal preview that differed in the amount of useful letter identity and letter position information it provided. In Experiments 1 and 2, previews fell into 1 of 5 conditions: (a) identical to the target word, (b) a transposition of 2 internal letters, (c) a substitution of 2 internal letters, (d) a transposition of the 2 final letters, or (e) a substitution of the 2 final letters. In Experiment 3, the authors used a further set of conditions to explore the importance of external letter positions. The findings extend previous work and demonstrate that transposed-letter effects exist in silent reading. These experiments also indicate that letter identity information can be extracted from the parafovea outside of absolute letter position from the first 5 letters of the word to the right of fixation. Finally, the results support the notion that exterior letters play important roles in visual word recognition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Additive and interactive effects of stimulus degradation: No challenge for CDP+.

[Correction Notice: An erratum for this article was reported in Vol 35(2) of Journal of Experimental Psychology: Learning, Memory, and Cognition (see record 2009-02753-020). The URL for the supplemental material was incomplete. The complete URL is http:dx.doi.org/10.1037/a0013738.supp.] S. O'Malley and D. Besner (2008) showed that additive effects of stimulus degradation and word frequency in reading aloud occur in the presence of nonwords but not in pure word lists. They argued that this dissociation presents a major challenge to interactive computational models of reading aloud and claimed that no currently implemented model is able to simulate additive effects in these conditions. In the current article, it is shown that the connectionist dual process model (CDP+) can simulate these effects because its nonlexical route is thresholded. The authors present a series of simulations showing that CDP+ can not only simulate the precise dissociation observed by O'Malley and Besner but more generally can produce additive effects for a wide range of parameter combinations and different sets of items. The nonlexical route of CDP+ was not modified post hoc to deal with the effects of stimulus quality, but it had been thresholded for principled reasons before it was known that these effects existed. Together, the effects of stimulus quality on word frequency do not challenge CDP+ but rather provide unexpected support for its architecture and processing dynamics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Directed forgetting meets the production effect: Distinctive processing is resistant to intentional forgetting.

The production effect refers to the fact that, relative to reading a word silently, reading a word aloud during study improves explicit memory. The authors tested the distinctiveness account of this effect using the item method directed forgetting procedure. If saying words aloud makes them more distinctive, then they should be more difficult to forget on cue than should words read silently. Participants studied a list of words by reading half aloud and half silently; half of the words in each of these subsets were followed by a Remember instruction and half were followed by a Forget instruction. There was a robust production effect for both Remember and Forget words on an explicit recognition test. Critically, however, a directed forgetting effect was observed only for words read silently; words read aloud at study were unaffected by memory instruction. An implicit speeded reading test showed equal priming for all studied items. This pattern supports a distinctiveness account of the production effect: Words processed distinctively during production are not influenced by subsequent rehearsal differences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

“Additive and interactive effects of stimulus degradation: No challenge for CDP+”: Correction to Ziegler et al. (2009).

Reports an error in "Additive and interactive effects of stimulus degradation: No challenge for CDP+" by Johannes C. Ziegler, Conrad Perry and Marco Zorzi (Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009[Jan], Vol 35[1], 306-311). The URL for the supplemental material was incomplete. The complete URL is http:dx.doi.org/10.1037/a0013738.supp. (The following abstract of the original article appeared in record 2008-18581-023.) S. O'Malley and D. Besner (2008) showed that additive effects of stimulus degradation and word frequency in reading aloud occur in the presence of nonwords but not in pure word lists. They argued that this dissociation presents a major challenge to interactive computational models of reading aloud and claimed that no currently implemented model is able to simulate additive effects in these conditions. In the current article, it is shown that the connectionist dual process model (CDP+) can simulate these effects because its nonlexical route is thresholded. The authors present a series of simulations showing that CDP+ can not only simulate the precise dissociation observed by O'Malley and Besner but more generally can produce additive effects for a wide range of parameter combinations and different sets of items. The nonlexical route of CDP+ was not modified post hoc to deal with the effects of stimulus quality, but it had been thresholded for principled reasons before it was known that these effects existed. Together, the effects of stimulus quality on word frequency do not challenge CDP+ but rather provide unexpected support for its architecture and processing dynamics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Breaking the waves: Age differences in electrical brain activity when reading text with distractors.

The authors tested whether older adults have greater difficulty than younger adults in ignoring task-irrelevant information during reading as a result of age-related decline in inhibitory processes. Participants were shown target sentences containing distractor words. They were instructed to read aloud each sentence and ignore distractors. The N400 event-related potential (ERP) was used to measure the extent of semantic processing of target and distracting information. It showed that younger adults semantically processed both target and distracting material, whereas online processing of target sentences in older adults was disrupted by the distractors. In older adults, memory for target information related to their susceptibility to distraction and inhibition efficiency. Implications for age-differences in inhibitory control, working memory, and resource capacity are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Serial and strategic effects in reading aloud.

M. Coltheart and K. Rastle (1994) reported that the size of the regularity effect on word-naming latency decreases across position of irregularity, implicating a serial process in reading aloud. In response to criticism by D. C. Plaut, J. L. McClelland, M. S. Seidenberg, and K. Patterson (1996), these results were replicated with monosyllabic words that had been controlled for consistency. In a second experiment, participants named nonword- or regular-word targets mixed with either first-position irregular fillers or third-position irregular fillers. Target naming was slowed when first-position irregular fillers were present, compared with target naming when third-position irregular fillers were present. These data suggest that participants can slow use of the nonlexical route if faced with very costly exception words. Simulations using the dual-route cascaded model (M. Coltheart, B. Curtis, P. Atkins, & M. Haller, 1993) are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lexical control of within-word eye movements.

Eye movements were recorded during the reading of long words, which were presented in isolation at their optimal viewing position. Refixations were found to be preferentially directed toward the region of the word that contained the critical letters for distinguishing it from its competitors. In Experiments 1 and 2, low-frequency stimulus words sharing all letters except the initial ones with a high-frequency stimulus word (critical letters at the beginning of the word) elicited more left refixations than low-frequency stimulus words sharing all letters except the final ones with a high-frequency stimulus word (critical letters at the end of the word). A similar result was found in Experiments 3 and 4, using an orthographic priming paradigm. These results suggest that refixations are linked to the selection stage of lexical access, aimed at isolating a single lexical entry among a set of candidates activated during the first fixation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading lexically without semantics: evidence from patients with probable Alzheimer's disease

Recent modifications of the lexical model of oral reading make the prediction that under conditions where sublexical reading processes alone cannot achieve the target pronunciation (i.e., when words have exceptional spellings or when sublexical processes are impaired), patients with severe semantic impairment should have more difficulty reading aloud semantically impaired words than semantically retained words. In a battery of lexical-semantic and reading tasks, two neurologically normal control subjects and two subjects with probable Alzheimer's disease (AD) and only moderate semantic impairment read aloud all words accurately. One AD subject with severe semantic impairment was impaired in word reading but demonstrated no difference in reading words with regular and exceptional spellings. Another AD subject with severe semantic impairment read aloud without error virtually all regular and exception words. Neither severely impaired AD subject demonstrated any relationship between oral reading accuracy and semantic knowledge of exception words. These findings support a model of word reading incorporating lexical, nonsemantic processes by which lexical orthographic input representations directly activate lexical phonological output representations without the necessity of semantic mediation.     

The word grouping hypothesis and eye movements during reading.

The distribution of landing positions and durations of first fixations in a region containing a noun preceded by either an article (e.g., the soldiers) or a high-frequency 3-letter word (e.g., all soldiers) were compared. Although there were fewer first fixations on the blank space between the high-frequency 3-letter word and the noun than on the surrounding letters (and the fixations on the blank space were shorter), this pattern did not occur when the noun was preceded by an article. R. Radach (1996) inferred from a similar experiment that did not manipulate the type of short word that 2 words could be processed as a perceptual unit during reading when the first word is a short word. As this different pattern of fixations is restricted to article-noun pairs, it indicates that word grouping does not occur purely on the basis of word length during reading; moreover, as the authors demonstrate, one can explain the observed patterns in both conditions more parsimoniously without adopting a word-grouping mechanism in eye movement control during reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning to read and spell in Persian: A cross-sectional study from Grades 1 to 4.

We investigated the reading and spelling development of 140 Persian children attending Grades 1–4 in Iran. Persian has very consistent letter–sound correspondences, but it varies in transparency because 3 of its 6 vowel phonemes are not marked with letters. Persian also varies in spelling consistency because 6 phonemes have more than one orthographic representation. We tested whether lexicality effects—an advantage of words over nonwords—would be affected be reading transparency and spelling consistency. We found that children became more efficient readers and spellers across grades, with the greatest growth occurring between Grades 1 and 2. For reading, lexicality effects were present with transparent words starting in Grade 2, but lexicality effects with opaque words were not yet present in Grade 4. As expected, the size of transparency effects for reading decreased across grades. For spelling, however, there was no lexicality effect for either consistent or inconsistent words. Moreover, consistency effects were large and did not decrease systematically across grades. Most interesting from a developmental perspective was the finding that both reading transparency and spelling polygraphy affected reading as well as spelling in Grades 1 and 2, but the word characteristics had differential effects as a function of literacy task in Grades 3 and 4. This pattern highlights the vulnerability of children's representations and processes during the early phases of acquisition as well as the rapidity with which representations and processes become specialized as a function of the literacy task at hand. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Encoding of instruments when 10- to 14-year-olds process isolated instrument-implicit sentences: More evidence of improved encoding during childhood resulting from elaborative instructions.

Examined whether 10- to 14-yr-olds infer implied instruments when reading isolated instrument-implicit sentences (IISs; e.g., Her friend swept the floor) as certainly and completely as they do when instructed to generate instruments in response to IISs. On-line instrumental encoding was tested with a procedure that was based on recognition priming of instrument words given some of the letters from the words (i.e., a word fragment). When children read the IISs without instruction to infer the implied instruments, the instrument fragment completion rates were low and less than when inference generation was required or instruments were stated during reading. Children's spontaneous instrumental inferences are less certain than suggested in previous research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)