Speech recoding in reading

Kleiman, Glenn M.

doi:10.1016/s0022-5371(75)80013-2

Cited by 360 publications

(136 citation statements)

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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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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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“…This efficiency of processing is likely related to children's development of phonological awareness. A series of studies done by Kleiman (1975) demonstrated that during the act of reading, meaning of words and phrases are accessed from a reader's lexicon. After this lexical access process, the sequence of text is recoded phonologically for processing and retention in working memory.…”

Section: Introductionmentioning

confidence: 99%

Longitudinal effects of verbal ability, memory capacity, and phonological awareness on reading performance

Näslund

Schneider

1991

Eur J Psychol Educ

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“…The work of Kleiman (1975) demonstrated that when normal adult readers' phonetic memory is disrupted by a concurrent vocalization task, word decoding (lexical access) was unaffected, but the accuracy of semantic judgments about the sense of a passage was diminished. The main conclusion was that phonetic memory is important for the storage of words for their integration in semantic memory.…”

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confidence: 99%

Development of phonetic memory in disabled and normal readers

Olson¹,

Davidson²,

Kliegl³

et al. 1984

Journal of Experimental Child Psychology

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Development of phonetic memory in disabled and normal readers U n i v e r s i t ä t P o t s d a mHumanwissenschaftliche Fakultät Most contemporary researchers agree that reading is parasitic on language and that individual differences in reading ability are related to differences in language skills (cf. Frith, 1981;Gleitman & Rozin, 1977; Shankweiler & Liberman, 1976; Vellutino, 1977 Vellutino, , 1979. Support for this view has been provided by several recent studies of memory for linguistic stimuli, reviewed below, wherein normal readers showed significant evidence of phonetic memory codes while disabled readers did not. However, this research has been confined to young readers in the second grade. Little is known about the development of memory codes and their association with reading

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Speech recoding in reading

Cited by 360 publications

References 15 publications

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

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

Longitudinal effects of verbal ability, memory capacity, and phonological awareness on reading performance

Development of phonetic memory in disabled and normal readers

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