Evidence for multiple routes in learning to read

Grainger, Jonathan; Lété, Bernard; Bertand, Daisy; Dufau, Stéphane; Ziegler, Johannes C.

doi:10.1016/j.cognition.2012.01.003

Cited by 143 publications

(210 citation statements)

References 67 publications

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“…Alternatively, the emerging linkage between phonology and orthography that features in many models of reading development (e.g., Grainger et al, 2012) may strengthen phonological task performance. Phonological perceptions are known to become coloured by orthographic knowledge once reading begins, as children are more likely to judge that a word like 'pitch' contains more phonemes than 'rich' when they know how to spell these phonemically identical words (Ehri & Wilce, 1980).…”

Section: Overviewmentioning

confidence: 99%

“…However, other views predict more variability in the sequence of development according to the characteristics of the specific language context and whether implicit or explicit learning about sound is examined. The questions are timely, having important implications not only for understanding the development of the phonological system but also for modelling early visual word recognition (Grainger, Lété, Bertrand, Dufau, & Ziegler, 2012;Ziegler & Goswami, 2005), where the phonological lexicon is regarded as integral to the orthographic learning process.…”

Section: Introductionmentioning

confidence: 99%

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Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

et al. 2013

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This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues.Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. b s t r a c tPhonological development was assessed in six alphabetic orthographies (English, French, Greek, Icelandic, Portuguese and Spanish) at the beginning and end of the first year of reading instruction. The aim was to explore contrasting theoretical views regarding: the question of the availability of phonology at the outset of learning to read (Study 1); the influence of orthographic depth on the pace of phonological development during the transition to literacy (Study 2); and the impact of literacy instruction (Study 3). Results from 242 children did not reveal a consistent sequence of development as performance varied according to task demands and language. Phonics instruction appeared more influential than orthographic depth in the emergence of an early meta-phonological capacity to manipulate phonemes, and preliminary indications were that cross-linguistic variation was associated with speech rhythm more than factors such as syllable complexity. The implications of the outcome for current models of phonological development are discussed.

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Section: Overviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

et al. 2013

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“…Competition between the lexical and the sub-lexical route is also commonly found in languages with shallow orthographies (see e.g. Katz and Frost 2001;Grainger et al 2012). …”

Section: Reading As Mapping Onto a Surface Form Or A Higher-level Repmentioning

confidence: 99%

A formal account of the interaction of orthography and perception

Hamann

Colombo

2017

Nat Lang Linguist Theory

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This study presents a formal generative model that integrates perception and reading, and uses English intervocalic consonants borrowed into Italian as either singletons or geminates to illustrate how the model works. Consisting of words borrowed in the 20th century, our data show that the quantity of the intervocalic consonant in an Italian loanword depends on its written representation in English, the source language. Thus only English intervocalic consonants that are written with two identical letters (for example, as in splatter) are borrowed as geminates. We provide a formalization of these orthographic adaptations with grapheme-to-phoneme mappings in the shape of Optimality-theoretic constraints that model the native reading process, and show how the output of these mappings is restricted by native phonotactic constraints. Furthermore, we illustrate that the native reading grammar proposed here complements the perceptual adaptation model by Boersma and Hamann (2009). This combined model is shown to be able to account for simultaneous orthographic and perceptual borrowings in Italian, as well as to hold for reading and perception outside the realm of loanword adaptation.

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“…Hence the task is particularly useful for examining development of implicit processing. On the basis of dual/ multiple route models of reading (Grainger et al, 2012;Grainger & Ziegler, 2011), we hypothesise that advanced readers use multiple sources of linguistic information in this task and therefore are more likely to falsely accept probes that share many features with the target lure (i.e., in the morphological condition where the words overlap in terms of morphological, orthographic/phonological, and semantic information) than probes that share only one feature (i.e., pseudo-morphological or semantic overlap conditions).…”

Section: The Present Studymentioning

confidence: 99%

“…route models (Coltheart, 2005) do not explicitly describe the role for morphology, more recent conceptualisations describe the use of multiple fine-grain codes (including morphemes) to access meaning through the orthographic route (Grainger, Lété, Bertand, Dufau, & Ziegler, 2012;Grainger & Ziegler, 2011). Development involves the acquisition and parallel use of multiple and increasingly coarse-grain codes.…”

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confidence: 99%