The ability to learn new written words is modulated by language orthographic consistency

Marinelli, Chiara Valeria; Zoccolotti, Pierluigi; Romani, Cristina

doi:10.1371/journal.pone.0228129

Cited by 13 publications

(12 citation statements)

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“…Caravolas' (2018) findings confirmed both predictions but need to be replicated in orthographies that are more consistent than Czech or Slovak 4 and over a longer developmental span. The latter is crucially important in light of evidence that beyond Grade 2 and under speeded conditions, children in consistent orthographies may also shift to a more holistic reading of words (e.g., Georgiou et al, 2008;Marinelli et al, 2020). If this is true, then a clear lexicality effect should also be found in consistent orthographies.…”

Section: Growth Trajectories Of Readingmentioning

confidence: 98%

“…According to the dual-route model of reading (Coltheart, 2005), children in alphabetic orthographies read words by accessing one of two routes: a direct visual route that is used in reading words that require item-specific knowledge (e.g., irregular words) and a phonological recoding route that is used in reading regular words or nonwords. The extent to which readers rely on each route may vary as a function of orthographic consistency (see Marinelli et al, 2020;Schmalz et al, 2015). In consistent orthographies, all words can be read correctly by applying graphemephoneme correspondence rules.…”

Section: Growth Trajectories Of Readingmentioning

confidence: 99%

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Examining the growth trajectories and cognitive predictors of reading in a consistent orthography: Evidence from a 10-year longitudinal study

Georgiou

Inoue

Papadopoulos

et al. 2021

Applied Psycholinguistics

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We examined the growth trajectories of reading in a consistent orthography (Greek) in two developmental periods (from Grade 1 to Grade 4 and from Grade 4 to Grade 10) and what cognitive skills predict the growth patterns. Seventy-five Greek-speaking children were assessed in Grades 1, 2, 4, 6, and 10 on word-, nonword-, and text-reading fluency. In Grades 1 and 4, they were also assessed on phonological awareness, rapid naming, phonological memory, orthographic knowledge, and articulation rate. Results of growth curve modeling showed that during the first developmental period, there was a rapid initial growth from Grade 1 to Grade 2 followed by a less rapid growth from Grade 2 to Grade 4. In the second developmental period, the slow growth continued. In both developmental periods, rapid naming and orthographic knowledge predicted the initial status of all reading outcomes and phonological memory predicted the initial status of nonword-reading fluency. Phonological awareness predicted the initial status of nonword-reading fluency in the first developmental period and the initial status of word- and text-reading fluency in the second developmental period. None of the cognitive skills predicted the growth rate in reading skills. Theoretical and practical implications of these findings are discussed.

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Section: Growth Trajectories Of Readingmentioning

confidence: 98%

Section: Growth Trajectories Of Readingmentioning

confidence: 99%

Examining the growth trajectories and cognitive predictors of reading in a consistent orthography: Evidence from a 10-year longitudinal study

Georgiou

Inoue

Papadopoulos

et al. 2021

Applied Psycholinguistics

View full text Add to dashboard Cite

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“…'Phonemic awareness task-Phonemic elision' [41]. In this task, the participants listen to 40 words pronounced by the examiner.…”

Section: Secondary Outcomesmentioning

confidence: 99%

The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia

et al. 2022

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Based on the transfer effects of music training on the phonological and reading abilities of children with dyslexia, a computerized rhythmic intervention—the Rhythmic Reading Training (RRT)—was developed, in which reading exercises are combined with a rhythmic synchronization task. This rehabilitation program was previously tested in multiple controlled clinical trials, which confirmed its effectiveness in improving the reading skills of children and adolescents with dyslexia. In order to assess the specific contribution of the visual component of the training, namely, the presence of a visual cue supporting rhythmic synchronization, a controlled experimental study was conducted. Fifty-eight students with dyslexia aged 8 to 13 years were assigned to three conditions: (a) RRT auditory and visual condition, in which a visual cue was synchronized with the rhythmic stimulation; (b) RRT auditory-only condition, in which the visual cue was excluded; (c) no intervention. Comparisons of the participants’ performance before, after, and 3 months after the end of the intervention period revealed the significant immediate and long-term effect of both RRT conditions on reading, rapid naming, phonological, rhythmic, and attentional abilities. No significant differences were found between visual and auditory conditions, therefore showing no additional contribution of the visual component to the improvements induced by the RRT. Clinical Trial ID: NCT04995991.

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“…Further evidence that VA span more specifically relates to reading subskills that reflect word-specific orthographic knowledge -like irregular word reading (Bosse & Valdois, 2009), reading speed (Lobier et al, 2013;van den Boer et al, 2015;van den Boer & de Jong, 2018) or the length effect in word reading (van den Boer et al, 2013) -supports a potential contribution of VA span to word-specific orthographic knowledge acquisition. More direct evidence comes from studies showing a link between VA span and spelling acquisition (Niolaki et al, 2020;van den Boer et al, 2015) and from studies showing that VA span modulates novel word orthographic learning (Bosse et al, 2015;Chaves et al, 2012;Ginestet et al, 2020;Marinelli et al, 2020). Without minimizing the role of phonological skills in orthographic acquisition, these findings suggest that visual factors independently contribute to the development of word-specific orthographic knowledge.…”

Section: Introductionmentioning

confidence: 99%

Probabilistic modeling of orthographic learning based on visuo-attentional dynamics

2022

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How is orthographic knowledge acquired? In line with the self-teaching hypothesis, most computational models assume that phonological recoding has a pivotal role in orthographic learning. However, these models make simplifying assumptions on the mechanisms involved in visuo-orthographic processing.Against evidence from eye movement data during orthographic learning, they assume that orthographic information on novel words is immediately available and accurately encoded after a single exposure. In this paper, we describe BRAID-Learn, a new computational model of orthographic learning. BRAID-Learn is a probabilistic and hierarchical model that incorporates the mechanisms of visual acuity, lateral interference and visual attention involved in word recognition. Orthographic learning in the model rests on three main mechanisms: first, visual attention moves over the input string to optimize the gain of information on letter identity at each fixation; second, top-down lexical influence is modulated as a function of stimulus familiarity; third, after exploration, perceived information is used to create a new orthographic representation or stabilize a better-specified representation of the input word. BRAID-Learn was challenged on its capacity to simulate the eye movement patterns reported in humans during incidental orthographic learning. In line with the behavioral data, the model predicts a larger decline with exposures in number of fixations and processing time for novel words than for known words. For novel words, most changes occur between the first and second exposure, that is to say, after creation in memory of a new orthographic representation. Beyond phonological recoding, our results suggest that visuo-attentional exploration is an intrinsic portion of orthographic learning, seldom taken into consideration by models or theoretical accounts.

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The ability to learn new written words is modulated by language orthographic consistency

Abstract: Conclusion Learning a language with inconsistent orthography is associated with better lexical learning skills in children at different stages of primary school; the pattern of cognitive skills associated with lexical learning skills is also partially modulated by orthographic consistency.

Cited by 13 publications

References 100 publications

Examining the growth trajectories and cognitive predictors of reading in a consistent orthography: Evidence from a 10-year longitudinal study

Examining the growth trajectories and cognitive predictors of reading in a consistent orthography: Evidence from a 10-year longitudinal study

The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia

Probabilistic modeling of orthographic learning based on visuo-attentional dynamics

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