The Role of Sublexical Graphemic Processing in Reading

Joubert, Sven; Lecours, André

doi:10.1006/brln.1999.2279

Cited by 23 publications

(15 citation statements)

References 24 publications

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“…Graphemes can be constituted of one letter, "simple graphemes" (e.g., the four graphemes of the word belt), or two or more letters, "complex graphemes" (e.g., such as the grapheme "ea" in the word bean). In monolinguals, pseudowords that contained complex graphemes such as fooph were named more slowly that those that contained simple graphemes such as frolp (Joubert & Lecours, 2000;Rastle & Coltheart, 1998). A similar effect was found using a perceptual identification task for high and low frequency words (Rey, Jabobs, Schmidt-Weigand & Ziegler, 1998;Rey & Schiller, 2005) and nonwords (Bolger, Borgwaldt & Jakab, 2009) containing either complex or simple graphemes.…”

Section: Grapheme Coding In L2: How Do L2 Learners Process New Graphementioning

confidence: 52%

Grapheme coding in L2: How do L2 learners process new graphemes?

Commissaire¹,

Duncan²,

Casalis³

2014

Journal of Cognitive Psychology

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Section: Grapheme Coding In L2: How Do L2 Learners Process New Graphementioning

confidence: 52%

Grapheme coding in L2: How do L2 learners process new graphemes?

Commissaire¹,

Duncan²,

Casalis³

2014

Journal of Cognitive Psychology

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“…The third line of studies supporting the idea that graphemes are relevant processing units in written language processing comes from reading research (Dickerson, 1999;Joubert & Lecours, 2000;Martensen, Maris, & Dijkstra, 2003;Rastle & Coltheart, 1998;Rey & Schiller, in press;Rey et al, 2000;Venezky, 2004). Rey et al (2000) carried out a study in French and English, in which the participants had to identify a target letter a embedded in a complex grapheme (ea in beach) or embedded in a word in which it appeared as a simple grapheme (a in place).…”

Section: The Nature Of Orthographic Representationsmentioning

confidence: 99%

Graphemes as Motor Units in the Acquisition of Writing Skills

et al. 2006

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This study examined whether the graphemic structure of words modulates the timing of handwriting production during the acquisition of writing skills. This is particularly important during the acquisition period because phonological recoding skills are determinant in the elaboration of orthographic representations. First graders wrote seven-letter bi-syllabic words on a digitiser. We measured movement duration and fluency and evaluated reading performance. In Experiment 1, the words varied in number of graphemes and grapheme structure. In Experiment 2, the words varied in graphemic structure but the number of graphemes was held constant. The results revealed that the children wrote the first syllable of the words grapheme-by-grapheme, irrespective of the number of letters that composed them. They prepared the movement to produce the first grapheme before starting to write. The following graphemes were processed on-line. They then prepared the movement to write the second syllable. The progressive decrease of duration and dysfluency values towards the end of the word indicates that the children prepared the entire syllable in advance. Movement time and dysfluency measures presented very similar patterns in the two experiments. Furthermore, there was a significant correlation between reading performance and handwriting measures. The grapheme and syllable structure of the words therefore modulates the timing of motor production during handwriting acquisition. Once the children have learned the phonological recoding rules, they apply them systematically, irrespectively of the size of the graphemes they have to write.

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“…Investigations of acquired dyslexia suggested that word reading is based on a Dual Route System; one of which, for high-frequency words, is a direct route from the visual word form to the word's phonology and meaning, whereas for low-frequency words a second route to the lexicon proceeds via a grapheme-to-phoneme conversion rule in which individual letters are mapped onto phonological units before these are assembled into a phonological word form (Coltheart et al, 1993;Coltheart and Rastle, 1994;Ellis, 1984;Joubert and Lecours, 2000;Samuels et al, 1978). The latter system has to be activated during non-word reading.…”

Section: Subgroups Of Developmental Dyslexiamentioning

confidence: 99%