How Children Get Meaning from Printed Words

Barron, Roderick W.; Baron, Jonathan

doi:10.1111/j.1467-8624.1977.tb01201.x

Cited by 28 publications

(43 citation statements)

References 7 publications

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“…Indeed, the interference scores of the skilled readers during the last testing period were nearly identical to those displayed by the second graders tested late in the year. This finding is consistent with previous research that has indicated that words may become automatized after only a few exposures and that the development of automatic recognition takes place primarily in the first year of reading instruction (Barron & Baron, 1977;Ehri & Wilce, 1979;Guttentag & Haith, 1978West & Stanovich, 1979). Finally, the ordering of experimental conditions were consistent with automaticity theory in every testing period.…”

Section: Resultssupporting

confidence: 81%

A Longitudinal Study of the Development of Automatic Recognition Skills in First Graders

Stanovich

Cunningham

West

1981

Journal of Reading Behavior

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Abstract. Experiment 1 was a study in which three times during the school year (in September, February, and April) first graders performed a discrete-trial Stroop task in which they named the colors of stimuli that were either letters, high-frequency words, or low-frequency words. The amount of interference caused by these stimuli was assessed by comparing the naming times to a control condition where the subject named a series of X's. In each testing period the interference caused by letters exceeded that caused by high-frequency words. There was also a nonsignificant tendency for interference caused by high-frequency words to exceed that caused by low-frequency words. There was a marked increase in interference between September and February, but very little change between February and April, indicating that the automaticity function had already flattened out by the end of first grade. There was a tendency for better readers to display more interference and to show interference earlier in the year. Experiment 2 replicated the developmental trends displayed in Experiment 1 and explored the relationship between interference and the speed and accuracy with which subjects named the stimuli. The overall pattern of results in the two experiments was reasonably consistent with the automaticity model of reading developed by LaBerge and Samuels (1974).The automaticity model of reading developed by LaBerge and Samuels (1974) has had a great impact on research in the experimental and educational psychology of reading. LaBerge and Samuels argued that reading fluency develops because lowerlevel processes such as letter and word recognition become automated and thus free cognitive capacity for higher-level comprehension processes. An automated process

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Section: Resultssupporting

confidence: 81%

A Longitudinal Study of the Development of Automatic Recognition Skills in First Graders

Stanovich

Cunningham

West

1981

Journal of Reading Behavior

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“…Edfeldt (1959), for example, suggested that children use phonological information when reading all words initially but that as words become more familiar they are identified on a visual basis. However, studies by Barron and Baron (1977), Condry, McMahon-Rideout, andLevy (1979), andRader (1975) failed to support this view because they provided evidence that even very young children were using visual, as opposed to phonological, codes in accessingmeaning.…”

Section: Discussionmentioning

confidence: 91%

Children’s and adults’ use of spelling-sound information in three reading tasks

1984

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This research examined the effects of irregular spelling and irregular spelling-sound correspondences on word recognition in children and adults. Previous research has established that, among skilled readers, these irregularities influence the reading of only lower frequency words. However, this research involved the lexical decision and naming tasks, which differ from the demands of normal reading in important ways. In the present experiments, we compared performance on these tasks with that on a task requiring words to be recognized in sentence contexts. Results indicated that adults showed effects of spelling and spelling-sound irregularities in reading lower frequency words on all three tasks, whereas younger and poorer readers also showed effects on higher frequency words. The fact that irregular spelling-sound correspondences affected performance on the sentence task indicates that access of phonological information is not an artifact of having to read a word aloud or perform a lexical decision. Two other developmental trends were observed: As children became more skilled in reading, the effects of irregular spelling were overcome before the effects of irregular spelling-sound correspondences; the latter effects were eliminated on silent reading tasks earlier than on the naming task.

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“…Studies showing the detrimental effect of continuously articulating a single word while trying to retain a verbal list in short-term memory have led to the suggestion that articulatory suppression prevents the generation ofa phonological code from visual input (see, e.g., Baddeley, Thomson, & Buchanan, 1975;Coltheart, Avons,& Trollope, 1990). Although articulatory suppression interferes with the ability to make rhyme judgments (see, e.g., Baron & Baron, 1977;Johnston & MeDermott, 1986;Kleiman, 1975), it does not impair the ability to carry out various forms of homophone decision (Baddeley & Lewis, 1981;Besner, Davies, & Daniels, 1981;Howard & Franklin, 1989). This suggests that, although articulating a single word repeatedly may interfere with the maintenance of a phonological code, it does not prevent the generation of a code from the phonological output lexicon.…”

Section: Experiments 2-5mentioning

confidence: 99%

Age of acquisition, word frequency, and the role of phonology in the lexical decision task

1999

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In five experiments, we examined the respective roles of word age of acquisition (AoA) and frequency in the lexical decision task The two variables were manipulated orthogonally (while controlling for concreteness and length) in fully factorial designs. Experiment 1 was a conventional lexical decision task, and Experiments 2-5 involved various attempts to interfere with reliance upon phonology. In Experiment 2, only orthographically illegal nonwords were used; in Experiment 3, pseudohomophone nonwords; in Experiment 4, articulatory suppression by the recitation of a nursery rhyme; and in Experiment 5, articulatory suppression by the repetition of a single word. The same basic pattern of results was observed in all experiments: There were main effects of both AoAand frequency, which interacted in such a way that the AoAeffect was larger for low-than for high-frequency words. Although the AoAeffect was reduced by manipulations intended to interfere with phonological processing, the manipulations did not eliminate the effect. The results are discussed in terms of current models of reading in which it is proposed that AoAhas its primary effect on the retrieval of lexical phonology, which appears to be consulted automatically in the lexical decision task A recently growing body of research has been focused on the attempt to separate the effects ofage ofacquisition (AoA) and word frequency in lexical processing tasks. The two variables are correlated, since words acquired early in life tend to occur commonly in adulthood. Recent studies have been concerned with the possibility that the very many reported effects of frequency might be confounded with the effects of AoA. The effects of AoA have been demonstrated in studies of picture naming la-

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How Children Get Meaning from Printed Words

Cited by 28 publications

References 7 publications

A Longitudinal Study of the Development of Automatic Recognition Skills in First Graders

A Longitudinal Study of the Development of Automatic Recognition Skills in First Graders

Children’s and adults’ use of spelling-sound information in three reading tasks

Age of acquisition, word frequency, and the role of phonology in the lexical decision task

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