Parafoveal activation of sign translation previews among deaf readers during the reading of Chinese sentences

Pan, Jinger; Shu, Hua; Wang, Yuling; Yan, Ming

doi:10.3758/s13421-015-0511-9

Cited by 22 publications

(14 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Elliott et al (2012) suggested that those phonological units, rather than being based on acoustic information, are based on mouth-shape-based units acquired through lip-reading. Some studies have shown, upon exposure to a word’s written form, deaf readers automatically activate a mental representation of the word’s sign translation (Chiu & Wu, 2016; Meade et al, 2017; Morford et al, 2011; Pan et al, 2015; Thierfelder, Wigglesworth, et al, 2020), a process which appears to involve action simulation of the sign in the brain’s sensorimotor system (Quandt & Kubicek, 2018).…”

Section: Introductionmentioning

confidence: 99%

Orthographic and phonological activation in Hong Kong deaf readers: An eye-tracking study

Thierfelder

Wigglesworth

Tang

2020

Quarterly Journal of Experimental Psychology

View full text Add to dashboard Cite

We used an error disruption paradigm to investigate how deaf readers from Hong Kong, who had varying levels of reading fluency, use orthographic, phonological, and mouth-shape-based (i.e., “visemic”) codes during Chinese sentence reading while also examining the role of contextual information in facilitating lexical retrieval and integration. Participants had their eye movements recorded as they silently read Chinese sentences containing orthographic, homophonic, homovisemic, or unrelated errors. Sentences varied in terms of how much contextual information was available leading up to the target word. Fixation time analyses revealed that in early fixation measures, deaf readers activated word meanings primarily through orthographic representations. However, in contexts where targets were highly predictable, fixation times on homophonic errors decreased relative to those on unrelated errors, suggesting that higher levels of contextual predictability facilitated early phonological activation. In the measure of total reading time, results indicated that deaf readers activated word meanings primarily through orthographic representations, but they also appeared to activate word meanings through visemic representations in late error recovery processes. Examining the influence of reading fluency level on error recovery processes, we found that, in comparison to deaf readers with lower reading fluency levels, those with higher reading fluency levels could more quickly resolve homophonic and orthographic errors in the measures of gaze duration and total reading time, respectively. We conclude with a discussion of the theoretical implications of these findings as they relate to the lexical quality hypothesis and the dual-route cascaded model of reading by deaf adults.

show abstract

Section: Introductionmentioning

confidence: 99%

Orthographic and phonological activation in Hong Kong deaf readers: An eye-tracking study

Thierfelder

Wigglesworth

Tang

2020

Quarterly Journal of Experimental Psychology

View full text Add to dashboard Cite

show abstract

“…On the other hand, DHH signing children have sign-based representations which may support development of word reading skills. Indeed, experimental evidence indicates that there is a signbased route to word reading for DHH signers (Barca, Pezzulo, Castrataro, Rinaldi, & Caselli, 2013;Conlin & Paivio, 1975;Kubus, Villwock, Morford, & Rathman, 2015;Morford, Kroll, Piñar, & Wilkinson, 2014;Morford, Wilkinson, Villwock, Piñar, & Kroll, 2011;Ormel, Hermans, Knoors, & Verhoeven, 2012;Pan, Shu, Wang, & Yan, 2015;Treiman & Hirsh-Pasek, 1983). This is quite remarkable given that sign language and written language do not correspond in sub-lexical structure.…”

Section: Sign Language Skills and Learning To Read Wordsmentioning

confidence: 92%

“…Earlier research on word reading in DHH signing children indicates an important role for sign language skills relating to sub-lexical and lexical processing. In particular, sign language PA has been reported to be correlated with word reading (McQuarrie & Abbott, 2013), and experimental evidence indicates that signs can become automatically associated with their orthographic counterparts (e.g., Morford et al, 2011;Ormel et al, 2012;Pan et al, 2015). In addition, fingerspelling ability, that is, proficiency in accessing representations of and producing the handshapes that correspond to written letters in a manual alphabet, may facilitate establishment of new written vocabulary (Haptonstall-Nykaza & Schick, 2007), and has been found to be related to reading skills (Stone et al, 2015).…”

Section: Sign Language and Word Readingmentioning

confidence: 99%

“…Although these findings indicate that sign phonology support word identification in deaf signers, response times, often measured at the level of seconds, are rough measures of lexical retrieval, since the retrieval process takes only a few hundred milliseconds (Leinenger, 2014). As a stronger demonstration of an early effect of sign phonology in word reading, in an eye-tracking study in which participants read sentences, Pan et al (2015) reported a preview cost of words presented parafoveally, i.e., within a 2° to 5° visual angle from a fixation point (Schotter, Angele, & Rayner, 2012). This cost was apparent when the sign language equivalent had a phonological overlap with the target word but not when words presented parafoveally were unrelated in terms of sign phonology (Pan et al, 2015).…”

Section: Sign Language Skills and Learning To Read Wordsmentioning

confidence: 99%

“…As a stronger demonstration of an early effect of sign phonology in word reading, in an eye-tracking study in which participants read sentences, Pan et al (2015) reported a preview cost of words presented parafoveally, i.e., within a 2° to 5° visual angle from a fixation point (Schotter, Angele, & Rayner, 2012). This cost was apparent when the sign language equivalent had a phonological overlap with the target word but not when words presented parafoveally were unrelated in terms of sign phonology (Pan et al, 2015). Pan et al's (2015) findings may thus indicate that sign phonology is involved in word reading in DHH signing individuals.…”

Section: Sign Language Skills and Learning To Read Wordsmentioning

confidence: 99%

See 2 more Smart Citations

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Holmer¹

2016

View full text Add to dashboard Cite

Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. Regional Special Needs Schools (RSNS) in Sweden have a bilingual curriculum, that is, DHH pupils at these schools learn Swedish Sign Language and written and/or spoken Swedish. The work in the present thesis investigates reading development in DHH children who attend these schools and who are learning to read. The primary aim of the present work was to investigate whether the reading skills of DHH signing children can be improved via computerized sign language based literacy training aimed at strengthening the connections between sign language and written language. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results indicate that sign language skills support developing reading skills in RSNS pupils (Paper I and Paper IV). In particular, sign language based literacy training appears to support development of word reading (Paper IV). In addition, awareness of the sublexical structure of sign language seems to assist word reading (Paper I). Interestingly, the ability to imitate manual gestures was related to reading skills. More specifically, precision of imitation of unfamiliar signs was associated with development of word reading (Paper IV) and precision of imitation of familiar signs, i.e., vocabulary, seemed to be associated with developing reading comprehension (Paper IV). Results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in RSNS pupils (Paper III). In addition to these findings relating to reading development, results also suggest that sign language experience enhance the establishment of representations of manual gestures (Paper II), and that progression in ToM seem to be typical, although delayed, in RSNS pupils who are learning to read (Paper III). Taken together, the associations revealed between sign language skills and reading development support the notion that sign language skills may provide a foundation for promotion of reading skills in DHH signing children. Thus, interventions that support development of sign-based representations and their manipulation and use in written language processing, may improve reading skills in this population. To account for the present findings, a model of written language processing is proposed. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development. SammanfattningEn god språklig förmåga bidrar till god läsutveckling, inte minst hos döva och hörselskadade barn. Specialpedagogiska skolmyndighetens specialskolor för döva och hörselskadade (D/H) barn har en tvåspråkig läroplan som innebär att elever på dessa skolor lär sig både svenskt teckenspråk och skriven och/eller talad svenska. De fyra arbeten som ingår i avhandlingen undersöker l...

show abstract

Deafness enhances perceptual span size in Chinese reading: Evidence from a gaze‐contingent moving‐window paradigm

et al. 2021

View full text Add to dashboard Cite

Using a gaze‐contingent moving‐window paradigm, we investigated whether/how deafness affects perceptual processing in Chinese reading. Besides the manipulation of window size, word length of sentences used in the experiment was also manipulated to check whether deafness enhanced the word length effect on perceptual span. Significant interactions of window constraints and deafness and a three‐way interaction were observed on reading rate. Smaller effects of window constraints for deaf Chinese readers and nonreliable three‐way interactions were observed on forward saccade length. This suggests that deaf Chinese readers exhibit a larger perceptual span, and word length affected the span from which information was acquired for comprehension whereas both deafness and word length might have little impact on the span from which information is acquired for oculomotor targeting during natural reading of Chinese.

show abstract

Parafoveal activation of sign translation previews among deaf readers during the reading of Chinese sentences

Cited by 22 publications

References 48 publications

Orthographic and phonological activation in Hong Kong deaf readers: An eye-tracking study

Orthographic and phonological activation in Hong Kong deaf readers: An eye-tracking study

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Deafness enhances perceptual span size in Chinese reading: Evidence from a gaze‐contingent moving‐window paradigm

Contact Info

Product

Resources

About