Lexical effects on children’s pseudoword reading in a transparent orthography

Marcolini, Stefania; Burani, Cristina; Colombo, Lucia

doi:10.1007/s11145-008-9123-0

Cited by 20 publications

(16 citation statements)

References 27 publications

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“…It seems that for these children the access to individual lexical representations is fast enough to make the neighborhood size effect small and hard to detect. A previous study on nonword reading in Italian typically developing readers (Marcolini, Burani, & Colombo, 2009) found that the presence of a high-frequency word neighbor has an inhibitory effect on nonword processing (both in lexical decision and reading aloud; for similar results, see also Peressotti, Mulatti, & Job, 2010). Apparently, the fast activation of a lexical representation (leading to the pronunciation of the high-frequency neighbor) conflicts with the assembly of the phoneme sequence of the nonword, which takes place in the phonemic output buffer as the result of the activation of the slow nonlexical route.…”

Section: Discussionmentioning

confidence: 99%

Orthographic Neighborhood-Size Effects on the Reading Aloud of Italian Children With and Without Dyslexia

Marinelli

Traficante

Zoccolotti

et al. 2013

Scientific Studies of Reading

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This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.

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Section: Discussionmentioning

confidence: 99%

Orthographic Neighborhood-Size Effects on the Reading Aloud of Italian Children With and Without Dyslexia

Marinelli

Traficante

Zoccolotti

et al. 2013

Scientific Studies of Reading

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“…This idea originates from behavioral literature which report that lexical and sublexical processes operate in parallel during both spelling (Rapp et al, 2002; Tainturier et al, 2013) and reading (Marcolini et al, 2009). In the neuroimaging literature, the left vOTC is consistently more active for pseudowords relative to words in both reading (e.g., Mechelli et al, 2003; Schurz et al, 2010) and spelling (DeMarco et al, 2017); it has been proposed that this higher relative neural response to pseudowords could be due to an online integrative mechanism of sublexical with orthographic lexical units within the left vOTC (DeMarco et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Shared orthographic neuronal representations for spelling and reading

Purcell¹,

Jiang

Eden³

2017

NeuroImage

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A central question in the study of the neural basis of written language is whether reading and spelling utilize shared orthographic representations. While recent studies employing fMRI to test this question report that the left inferior frontal gyrus (IFG) and ventral occipitotemporal cortex (vOTC) are active during both spelling and reading in the same subjects (Purcell et al., 2011a; Rapp and Lipka, 2011), the spatial resolution of fMRI limits the interpretation of these findings. Specifically, it is unknown if the neurons which encode orthography for reading are also involved in spelling of the same words. Here we address this question by employing an event-related functional magnetic resonance imaging-adaptation (fMRI-A) paradigm designed to examine shared orthographic representations across spelling and reading. First, we identified areas that independently showed adaptation to reading, and adaptation to spelling. Then we identified spatial convergence for these two separate maps via a conjunction analysis. Consistent with previous studies (Purcell et al., 2011a; Rapp and Lipka, 2011), this analysis revealed the left dorsal IFG, vOTC and supplementary motor area. To further validate these observations, we then interrogated these regions using an across-task adaptation technique, and found adaptation across reading and spelling in the left dorsal IFG (BA 44/9). Our final analysis focused specifically on the Visual Word Form Area (VWFA) in the vOTC, whose variability in location among subjects requires the use of subject-specific identification mechanisms (Glezer and Riesenhuber, 2013). Using a functional localizer for reading, we defined the VWFA in each subject, and found adaptation effects for both within the spelling and reading conditions, respectively, as well as across spelling and reading. Because none of these effects were observed during a phonological/semantic control condition, we conclude that the left dorsal IFG and VWFA are involved in accessing the same orthography-specific representations for spelling and reading.

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“…Nonword stress assignment consistent with similar words is strongly indicative of word activation, which is consistent with word recognition rather than with phonological assembly. Converging evidence from Italian, another orthographically transparent language, indicates that sight-word reading is the predominant reading strategy despite the viability of graphophonemic decoding and that children become fluent word recognizers (Barca, Burani, Di Filippo, & Zoccolotti, 2006;Marcolini, Burani, & Colombo, 2009;Pagliuca, Arduino, Barca, & Burani, 2008;Zoccolotti et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

Development of Processing Stress Diacritics in Reading Greek

Protopapas

Gerakaki²

2009

Scientific Studies of Reading

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In Greek orthography, stress position is marked with a diacritic. We investigated the developmental course of processing the stress diacritic in Grades 2 to 4. Ninety children read 108 pseudowords presented without or with a diacritic either in the same or in a different position relative to the source word. Half of the pseudowords resembled the words they were derived from. Results showed that lexical sources of stress assignment were active in Grade 2 and remained stronger than the diacritic through Grade 4. The effect of the diacritic increased more rapidly and approached the lexical effect with increasing grade. In a second experiment, 90 children read 54 words and 54 pseudowords. The pattern of results for words was similar to that for nonwords suggesting that findings regarding stress assignment using nonwords may generalize to word reading. Decoding of the diacritic does not appear to be the preferred option for developing readers.

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Lexical effects on children’s pseudoword reading in a transparent orthography

Cited by 20 publications

References 27 publications

Orthographic Neighborhood-Size Effects on the Reading Aloud of Italian Children With and Without Dyslexia

Orthographic Neighborhood-Size Effects on the Reading Aloud of Italian Children With and Without Dyslexia

Shared orthographic neuronal representations for spelling and reading

Development of Processing Stress Diacritics in Reading Greek

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