Scientific Studies of Reading最新文献

{"title":"How Do Adults with Dyslexia Recognize Spoken Words? Evidence from Behavioral and EEG Data","authors":"Ambre Denis-Noël, Pascale Colé, Deirdre Bolger, Chotiga Pattamadilok","doi":"10.1080/10888438.2023.2218503","DOIUrl":"https://doi.org/10.1080/10888438.2023.2218503","url":null,"abstract":"ABSTRACTPurpose In adults with dyslexia (DYS), the persistent influence of phonological deficits on spoken language processing has mainly been examined in either perceptual tasks or those tapping complex cognitive operations. Much less attention is devoted to spoken word recognition per se. Our study aimed to fill this gap.Method Adults with and without dyslexia (for both groups: N = 30, mean age = 21 years, 50% female, 100% white European) performed an auditory lexical decision task. Performance and ERP were recorded.Results Reaction times showed a lexicality effect in both groups although they differed in ERP responses to stimulus lexicality. Skilled readers showed the typical amplitude enhancement for pseudowords compared to words in a late phase of N400 (414-581msec) whereas DYS showed the opposite pattern in an earlier phase of N400 (246-413msec). Both groups showed a stronger negativity during pseudowords processing in the late post-lexical stage (582-800msec).Conclusions ERP data showed subtle differences between the two populations during the lexical stage of word recognition despite their comparable behavioral outcomes. We hypothesized that a stronger reliance on intact semantic knowledge might contribute to the general enhanced and sustained ERP responses to words in DYS across different phases of lexical processing, although confirmation is needed.Keywords: Adults with dyslexiaspoken word recognitionauditory lexical decisionEEGlexicality effectN400 Disclosure statementNo potential conflict of interest was reported by the authors.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/10888438.2023.2218503.Notes1. The same sample of participants was included in (Denis-Noël et al., Citation2020).2. The Alouette test is a 265-words text composed of meaningless but grammatically and syntactically correct sentences. The final score is an efficiency score considering both accuracy and reading time (Cavalli et al., Citation2018).3. The uniqueness point refers to the earliest phoneme position in a word at which the word can be distinguished from all other words in the language. The deviation point refers to the earliest phoneme position from which no real word is compatible with the phonological input. These two values were computed based on the lexique.org database (New et al., Citation2001).4. We opted for a high-pass filter with this cutoff frequency (0.4 Hz) as our data suffered from a substantial amount of slow drift due to perspiration; a large proportion of our EEG recording was carried out during the summer months. While a lower cutoff frequency is preferable, reducing the slow drift was necessary to avoid rejecting a large number of participants and also because we wished to carry out Independent Components Analysis (ICA) to correct ocular artifacts and low-frequency drift has been found to adversely affect the performance of ICA (Winkler et al., Citation2015).5. The idea behind micro","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"364 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135793043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Target Age and Genre on Morphological Complexity in Children’s Reading Material","authors":"Nicola Dawson, Yaling Hsiao, Alvin Wei Ming Tan, Nilanjana Banerji, K. Nation","doi":"10.1080/10888438.2023.2206574","DOIUrl":"https://doi.org/10.1080/10888438.2023.2206574","url":null,"abstract":"ABSTRACT Purpose Morphological regularities are an important feature of the English writing system, and exposure to written morphology may be key in the development of skilled word recognition. Our aim was to investigate children’s experiences of written morphology by analyzing a large-scale corpus of children’s reading materials spanning a target age range from 5 to 14 years. Method Analysis was based on the Oxford Children’s Reading Corpus. We examined frequency distributions of derived and compound words by target age and genre, as well as type and token frequencies for individual derivational suffixes. Results We found that the proportion of morphologically complex words – and derived words particularly – increased in line with target age, and that nonfiction contained more complex words than fiction. Frequencies of individual suffixes also varied by target age and genre, with Germanic forms more common in fiction and texts for younger children, and Latinate forms more common in nonfiction and texts for older children. Conclusion These findings provide a comprehensive picture of how children’s experience with written morphology changes over the course of reading development. We discuss these findings in the context of developmental changes in morphological processing, and the benefits and limitations of using large-scale natural language datasets.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49510162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rapid Coding of Syllable Structure by Dysfluent Developing Readers","authors":"L. Hintermeier, Jarkko Hautala, Mikko Aro","doi":"10.1080/10888438.2023.2203863","DOIUrl":"https://doi.org/10.1080/10888438.2023.2203863","url":null,"abstract":"ABSTRACT Purpose The present study investigated whether the number of syllables affects developing readers’ word recognition when controlling for word length and word frequency and, if so, whether the effect is dependent on reading fluency. The target language was Finnish, a language with a transparent orthography and a simple syllable structure. Method Eye movements of 142 third and fourth graders were recorded during silent reading of two stories. Reading fluency was assessed separately. For analyses, a data subset containing words of a certain length (6,7,9 letters) and varying syllable number (2,3,4 syllables) was extracted from the data set. Using linear mixed-effects modeling, the effect of the syllable number on various eye-tracking measures across different levels of reading fluency was studied. Results Results revealed a statistically significant, impeding number of syllables effect in first fixation duration but non-significant effects in the later reading measures. Furthermore, fluent and dysfluent readers did not differ regarding the number of syllables effect. Conclusion These findings suggest that in Finnish developing readers, syllabic parsing is a highly rapid and automatized process, which predominantly takes place during the early holistic orthographic processing of a word, and that qualitatively similar orthographic processing occurs in fluent and dysfluent beginning readers.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44060943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Speech Perception in Noise Deficit in Individuals with Dyslexia: A Meta-Analysis","authors":"Yizhe Li, Jinger Yu Zhao, Hong-Yan Bi","doi":"10.1080/10888438.2023.2203864","DOIUrl":"https://doi.org/10.1080/10888438.2023.2203864","url":null,"abstract":"ABSTRACT Purpose Developmental dyslexia is a specific learning disorder that affects 5–17% children, and persists into adulthood. Speech perception in noise (SPIN) ability in dyslexia has been largely examined in previous studies. However, the available literature remains controversial and it is unclear under which conditions the deficits occur. The present meta-analysis explored the reliability of the SPIN deficit in dyslexia and examined possible moderators of the variability across studies. Method A robust variation estimation model was used based on 19 studies comprising 69 effect sizes. Results Individuals with dyslexia showed a reliable SPIN deficit (Hedges’ g = 0.64, 95% CI [0.41, 0.87], p < .001) compared to chronological age-matched controls, with the presence of moderate inter-study variability. Moderation analyses showed that the SPIN deficit in dyslexia was moderated by performance measure, manifesting a larger effect size measured by accuracy than by speech reception threshold. Nevertheless, comparable medium SPIN effect sizes were found for background noises inducing energetic masking and informational masking, as well as for children and adults with dyslexia. Conclusion The present meta-analysis for the first time provides a comprehensive understanding of the SPIN deficit and its underlying cognitive mechanisms in individuals with dyslexia.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47120212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Comprehension Monitoring in Predicting Reading Comprehension Among French Immersion Children","authors":"Klaudia Krenca, K. Cain, S. Marinova-Todd, Xi Chen","doi":"10.1080/10888438.2023.2196022","DOIUrl":"https://doi.org/10.1080/10888438.2023.2196022","url":null,"abstract":"ABSTRACT Purpose This study investigated the extent to which comprehension monitoring in children’s first and second language predicts reading comprehension. Method Children’s ability to detect inconsistencies in orally presented stories was measured by response to a judgment question about whether the story made sense and by the identification of the inconsistency within the story. The participants included 115 English-French bilingual children (M ageGrade2  = 7.8 years) recruited from a French immersion program in Canada. Results In each language, two regressions were carried out to examine the contribution of comprehension monitoring to reading comprehension in Grades 2 and 3, and one regression was computed to examine the contribution of Grade 2 comprehension monitoring to Grade 3 reading comprehension. The concurrent results revealed that, in Grade 3, children’s comprehension monitoring was a unique predictor of reading comprehension in English and French. This relationship was not observed in Grade 2. Notably, the longitudinal analyses indicated that Grade 2 children’s comprehension monitoring in English made a significant contribution to English reading comprehension in Grade 3. However, this relationship was not established in French. Conclusions These results promote a call to include support for higher-level oral language skills during the early stages of bilingual reading instruction.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45026196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"To Punctuate, or Not to Punctuate? Grammatical and Prosodic Influences on Adults’ Judgments of Comma Use","authors":"Nenagh Kemp, R. Treiman","doi":"10.1080/10888438.2023.2194539","DOIUrl":"https://doi.org/10.1080/10888438.2023.2194539","url":null,"abstract":"ABSTRACT Purpose Punctuation is traditionally seen to represent grammatical structures in writing, but some authors argue that it can also reflect the intonation and pauses of speech. In two experiments, we examined the influence of grammar and prosody on adults’ judgments of comma placement. Method University students rated the appropriateness of commas in various sentence structures. These included sentences in which the subject and verb were disrupted by a comma. These commas were ungrammatical, but prosodically appropriate, in that they marked where a slight pause could naturally occur in speech. Results In Experiment 1, 192 students rated ungrammatical commas as more appropriate if they occurred at prosodic pause points than at no-pause points. In Experiment 2, 235 students rated prosodically appropriate commas as more appropriate if they were also grammatical than if they were not. Overall, participants with better written language skills distinguished more between grammatical and ungrammatical commas, but acceptance of prosodically appropriate commas occurred across levels of written language skill. Conclusion Literate adults use prosody, as well as grammar, to judge the appropriateness of comma use. These findings have implications for theories of punctuation, and can inform debate on students’ and teachers’ treatment of punctuation.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"443 - 450"},"PeriodicalIF":3.7,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43125398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Timing Tells the Tale: Multiple Morphological Processes in Children’s and Adults’ Spelling","authors":"Helen L. Breadmore, Emily Côté, S. Deacon","doi":"10.1080/10888438.2023.2186233","DOIUrl":"https://doi.org/10.1080/10888438.2023.2186233","url":null,"abstract":"ABSTRACT Purpose Despite abundant evidence that morphemes are important in reading and spelling, little is known about the nature of processing in spelling. This study identifies multiple morphological processes over the time course of spelling, revealing that these processes are influenced by development. Method Twenty adults and 46 children (8;0–12;1 years) completed an auditory lexical decision task followed by a spelling task, to explore the effects of morphological structure and cross-modal morphological priming by analyzing handwriting latencies before and during spelling production. Results Adults and children both demonstrated morphological processing during lexical access – they were faster to begin to write morphologically complex words (e.g., artist) compared to matched monomorphemic controls (e.g., article). Adults (but not children) also demonstrated cross-modal morphological priming. Further, adults (but not children) demonstrated the effects of morphological processing during spelling production. Inter-letter latencies were shorter between the last two letters of a root morpheme than the same letters in monomorphemic control words (e.g., ar[]tist compared to ar[]ticle). Conclusion Together, these findings reflect multiple facilitative effects of morphological processing during spelling production – during lexical access and spelling production. This highlights the need for greater integration of morphological processes into theories of skilled spelling and spelling development.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"408 - 427"},"PeriodicalIF":3.7,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42306131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shifts in Narrative Perspectives Consume Attentional Resources and Facilitate Reading Engagement","authors":"Jian Jin, Siyun Liu","doi":"10.1080/10888438.2023.2179922","DOIUrl":"https://doi.org/10.1080/10888438.2023.2179922","url":null,"abstract":"ABSTRACT Purpose The use of attentional resources is an important cognitive indicator of reading engagement but it is unknown how this is influenced by linguistic cues. We designed two experiments to investigate whether shifts in narrative perspectives occupy more of the attention of readers and engage them more in the text. Methods Experiment 1 employed a dual-task paradigm to explore how shifts in narrative perspective influence the attention that readers allocate to the text. Experiment 2 used the same methods but replaced sentences with whole chapters to examine the effects of shifted perspectives on readers’ ability to allocate attention and engage in reading. Results Experiment 1 found that shifts in perspective delayed the participants’ responses to the tones. Experiment 2 found that perspective shifts enhanced the participants’ self-reported attentional focus and overall reading engagement. The results of Experiment 1 were not replicated by Experiment 2 but both experiments found that attentional engagement was deeper at the initial than the later stage of reading. Conclusion Perspective shifts in novels constitute valid language cues that can fully utilize readers’ attentional resources and improve their engagement in reading. Attentional resources play a more important role when readers initially process texts than at later stages.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"393 - 407"},"PeriodicalIF":3.7,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47747455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unpacking the Effects of Parents on Their Children’s Emergent Literacy Skills and Word Reading: Evidence from Urban and Rural Settings in China","authors":"S. Zhang, Tomohiro Inoue, Guanghai Cao, Liangfeng Li, George K. Georgiou","doi":"10.1080/10888438.2023.2169147","DOIUrl":"https://doi.org/10.1080/10888438.2023.2169147","url":null,"abstract":"ABSTRACT Purpose We examined the role of distal (parents’ education, family’s income, parents’ expectations, and parents’ attitudes to the home teaching of literacy) and proximal (formal and informal home literacy environment, access to literacy resources, and extracurricular activities) parental factors in children’s early literacy skills and whether the relations vary across affluent and disadvantaged societies in China. Method Five hundred fifty-three third-year kindergarten Chinese children (M age = 74.59 months) were recruited from Jining, Luqiao, and Mapo and were assessed on measures of phonological awareness, vocabulary, pinyin knowledge, and word reading. Their parents filled out a questionnaire on their education and income as well as on the frequency of engaging in different home literacy activities, their expectations and attitudes to the home teaching of literacy, and their children’s extracurricular activities. Results Results of multigroup analyses and mediation analyses revealed both direct and indirect effects of both distal and proximal parental factors on emergent literacy skills and word reading. In addition, the models were strikingly similar across the two settings. Conclusion The findings suggest that the pathways of differential influences from parental factors to children’s early literacy skills may be similar across socioeconomic contexts.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"355 - 374"},"PeriodicalIF":3.7,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42167165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia","authors":"Nitzan Kligler, Yafit Gabay","doi":"10.1080/10888438.2023.2166413","DOIUrl":"https://doi.org/10.1080/10888438.2023.2166413","url":null,"abstract":"ABSTRACT Structural patterns existing in language can be exploited for implicit prediction of sequences in speech and visual input via a process termed statistical learning (SL). Despite extensive examination of SL in dyslexia, whether SL problems arise from modality-constrained learning processes or from global learning processes is still unknown, nor is it clear how SL can be supported. Purpose The present study used the triplet paradigm to explore SL among young adults with dyslexia and among typical readers across auditory and visual modalities and tested whether information from one sensory modality can assist SL in a different sensory modality. Method Participants performed auditory and visual SL tasks under conditions in which a consistent visual/auditory cue respectively accompanied the auditory/visual triplets or under conditions in which no cross-modal information was presented. Results SL performance was poorer in the dyslexia group than among typical readers across visual and auditory modalities. Furthermore, both groups improved their SL abilities under conditions in which cues were consistent with triplet boundaries compared to under conditions lacking cross-modal information Conclusions These findings suggest that SL impairments observed in dyslexia stem from a domain-general deficiency and that cross-modal information can be recruited to support SL in dyslexia.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"334 - 354"},"PeriodicalIF":3.7,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47157364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}