Orthographic‐Phonological Mapping and the Emergence of Visual Expertise for Print: A Developmental Event‐Related Potential Study

Varga, Vera; Tóth, Dénes; Csépe, Valéria

doi:10.1111/cdev.13159

Cited by 9 publications

(10 citation statements)

References 32 publications

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“…Thus, greater responses to words in our control sample can indicate that audiovisual presentation of words engages reading-related processes automatically. These findings are in accordance with the results of Varga et al (2020) who reported enhanced N1 effect for audiovisual presentation compared to visual only presentation in typically developing children.…”

Section: Letter Position and Letter Identity Encoding Is Similar In Readers With And Without Dyslexiasupporting

confidence: 93%

“…This coarse-grade sensitivity emerges during reading acquisition. Although this is absent in kindergarten children (Maurer et al, 2005b), it emerges after one year of reading instruction (Eberhard-Moscicka et al, 2015;Varga et al, 2020) and follows an inverted U shape pattern which peaks during reading acquisition and then declines over instruction (Fraga-González et al, 2021). The N1 for print is more pronounced over the left posterior-occipital regions (Maurer et al, 2005a;Yoncheva et al, 2010), and this left lateralization is enhanced with reading experience.…”

Section: Introductionmentioning

confidence: 97%

“…According to the phonological mapping hypothesis, the left lateralization is driven by automatized grapheme-phoneme mapping . Typically, children show a bilateral effect for letter strings (Maurer et al, 2006;Kast et al, 2010); however, recent studies found that left lateralization can be found as early as one year (Varga et al, 2020; van de Walle de Ghelcke et al, 2021) or even half a year of reading instruction (Pleisch et al, 2019; altough lateralization is less clear for single letters, see Fraga-González et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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ERP Correlates of Altered Orthographic-Phonological Processing in Dyslexia

et al. 2021

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Automatic visual word recognition requires not only well-established phonological and orthographic representations but also efficient audio-visual integration of these representations. One possibility is that in developmental dyslexia, inefficient orthographic processing might underlie poor reading. Alternatively, reading deficit could be due to inefficient phonological processing or inefficient integration of orthographic and phonological information. In this event-related potential study, participants with dyslexia (N = 25) and control readers (N = 27) were presented with pairs of words and pseudowords in an implicit same-different task. The reference-target pairs could be identical, or different in the identity or the position of the letters. To test the orthographic-phonological processing, target stimuli were presented in visual-only and audiovisual conditions. Participants with and without dyslexia processed the reference stimuli similarly; however, group differences emerged in the processing of target stimuli, especially in the audiovisual condition where control readers showed greater N1 responses for words than for pseudowords, but readers with dyslexia did not show such difference. Moreover, after 300 ms lexicality effect exhibited a more focused frontal topographic distribution in readers with dyslexia. Our results suggest that in developmental dyslexia, phonological processing and audiovisual processing deficits are more pronounced than orthographic processing deficits.

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Section: Letter Position and Letter Identity Encoding Is Similar In Readers With And Without Dyslexiasupporting

confidence: 93%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

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ERP Correlates of Altered Orthographic-Phonological Processing in Dyslexia

et al. 2021

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“…Recently, the fast development of script expertise has been studied in several laboratories. Varga, Tóth, and Csépe (2020) showed that tuning for print is a fast process and emerges as early as grade 1. Moreover, tuning for familiar letter strings can be enhanced by the parallel presentation of print and sound, suggesting an important role of orthographic-phonological mapping in print awareness development.…”

Section: Looking Into the Future: Brain Research Issues And The Contribution Of Neurosciencementioning

confidence: 99%

Methodological Issues in Literacy Research Across Languages: Evidence From Alphabetic Orthographies

Papadopoulos¹,

Csépe²,

Aro³

et al. 2021

Reading Research Quarterly

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Research on literacy has become universal and is essential for researchers of various disciplines, educators, and psychologists. For this article, we examined the most important methodological challenges that arise when conducting literacy research across languages, some of which have long been acknowledged in the relevant literature. Specifically, we focused on challenges related to research on word reading, spelling, passage comprehension, and writing, ranging from the target skills, constructs, and assessment issues to the matching of the samples and measurement and factorial invariance issues. We conclude that although theoretical and applied issues have been addressed in the literature, to date, this has happened only with limited relevance for reading and writing research across languages. The discussion provides some relevant evidence from a neuroscience perspective to promote useful insights and greater methodological rigor in literacy research across languages.

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“…That is, whereas the perceptual span of beginning readers is generally considered as being smaller than the perceptual span in adults (see Grainger, Dufau, & Ziegler, 2016), beginning readers were able to simultaneously process all letters of a word. Some research using ERPs reported a rapid emergence of print tuning in the first years of reading instructions (Cao, Li, Zhao, Lin, & Weng, 2011; Maurer et al, 2006; Varga, Tóth, & Csépe, 2020). Furthermore, Grainger et al (2012) found that effects of transposed‐letters in masked priming paradigm (i.e., jugde‐JUDGE) were already present in Grade 2, suggesting that the process of accessing abstract orthographic representations is rapidly established during the first years of reading acquisition (see also Acha & Perea, 2008; Ziegler et al, 2014; Perea, Mallouh, & Carreiras, 2013, for similar evidence in Arabic).…”

Section: Introductionmentioning

confidence: 99%

The sentence superiority effect in young readers

Massol

Grainger

2020

Developmental Science

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The sentence superiority effect observed with skilled adult readers has been taken to reflect parallel processing of word identities and the rapid construction of a preliminary syntactic structure. Here we examined if such processing is already present in primary school children in Grade 3 (average age 8.9 years). Children saw sequences of four horizontally aligned words presented simultaneously for 500 ms and followed by a post‐mask and post‐cue indicating the position for report of one of the four words. Word identification was more accurate in grammatically correct sequences compared with ungrammatical scrambled sequences of the same words, and this sentence superiority effect did not interact with position. This replicates the pattern found in prior research with adults and suggests that parallel word processing and the associated efficiency in syntactic processing arealready in place in Grade 3. We also found that accuracy in identifying words, independently of the surrounding context, correlated with reading age. This points to efficient word‐in‐sequence identification as one key ingredient of the process of becoming a skilled reader.

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Orthographic‐Phonological Mapping and the Emergence of Visual Expertise for Print: A Developmental Event‐Related Potential Study

Cited by 9 publications

References 32 publications

ERP Correlates of Altered Orthographic-Phonological Processing in Dyslexia

ERP Correlates of Altered Orthographic-Phonological Processing in Dyslexia

Methodological Issues in Literacy Research Across Languages: Evidence From Alphabetic Orthographies

The sentence superiority effect in young readers

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