https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0140525X00045878

Orthography and Word Recognition in Reading

Dual-route theory and the consistency effect

This thesis considers the nature and use of orthographic sublexical inferences
by 6 year old children. Previous research by Goswami (1986) appears to demonstrate
that even young children are able to use sublexical inferences. Typically, Goswami has
shown children a clue word such as 'beak' and then shown previously unknown
analogous target words such as 'peak' sharing orthographic rimes (medial vowel and
terminal consonant(s)) with clue words, 'bean' which shares the head (initial
consonant(s) and medial vowel), and control words such as 'bank'. Children typically
read more target words which share rimes with taught clue words than other targets,
suggesting that rime inferences are privileged in early reading.
One problem with Goswami's task is that both clue and target word are
presented concurrently, possibly supporting the strategic use of inferences. Experiment
1 therefore contrasted inference use when clue words were either pretaught or
concurrently presented. Inference use was evident in the presence of concurrent
reminders of clue word pronunciation, but was not evident when a clue word was
pretaught. Subsequent experiments investigated inference use when children were
given greater prior exposure to clue words sharing orthographic and phonological
patterns with targets, but where concurrent prompts were avoided. Rime inferences
(e.g. 'leak' - 'peak') and vowel inferences (e.g. 'meat' - 'peak') were contrasted.
Results revealed equivalent improvements for both sets of words, suggesting a) that
children can make inferences in the absence of concurrent clue words as long as they
have had substantial exposure to other words sharing analogous letter-sound patterns,
and b) that there is no advantage for words sharing rimes over words sharing other
orthographic units such as vowel digraphs when tested under such conditions. The
results of these studies and parallel correlational studies are interpreted in terms of
models of vowel digraph inferences.

methods

The nature and use of sub-lexical inferences in early reading.

Some reasons to save the grapheme and the phoneme

O desenvolvimento tecnologico tem feito emergir novas formas de comunicacao que se traduziram na criacao de novas necessidades relativamente as capacidades de usar a linguagem; a complexificacao da sociedade implica maiores exigencias sobre os cidadaos e a consequente elevacao dos criterios de literacia. Confirmando a tendencia pessimista dos niveis de literacia portugueses, a preocupacao com a iliteracia e, de facto, uma realidade. As consequencias desta situacao constituem factores de risco consideraveis para o desenvolvimento de percursos de vida menos favoraveis.

A resposta a questao dos processos cognitivos necessarios para que um individuo adquira e desenvolva as competencias basicas da lingua materna (oralidade, leitura e escrita) tem sido pesquisada por especialistas de variados ramos do saber. Neste estudo, e apresentada a importância que a leitura tem a nivel cognitivo, indicando quais os principais processos cognitivos implicados e modelos de aquisicao e desenvolvimento da capacidade leitora.

Julgamos ser necessario e urgente que a lingua materna seja olhada como uma competencia basica a que todos os cidadaos tem direito e que a escola e obrigada a facultar. Se a escola apresenta dificuldades na concretizacao desta tarefa sera imprescindivel que se apresentem propostas de programas de promocao da leitura, de modo a auxiliar os professores e os alunos a ultrapassarem as dificuldades em ensinar e aprender a ler, respectivamente.

background

/pdf/prevencao-da-iliteracia-processos-cognitivos-implicados-na-345er4mqub.pdf

Prevenção da iliteracia: processos cognitivos implicados na lectura

This study examined the role of words viewed in the parafoveal region during reading. In contrast to previous work, the present experiments used a reading-aloud paradigm that was postulated to encourage letter-to-sound processing, as is typical for beginning readers and for skilled readers who are reading difficult material. The three experiments in this study examined the role of orthographic and semantic information in the parafoveal region on the processing of a word in the foveal region. For this, two words, one in the foveal region and the other in the parafoveal region, were presented side by side to resemble normal reading. Participants were instructed to read aloud the word on the left side, ignoring the word on the right side. Experiments 1 and 2 showed that the presence of a word in the parafoveal region slowed naming of target words, and that this delay was attributable to linguistic interference. This pattern indicates that the information in the parafoveal region affect the processing of the target. Experiment 3 showed an effect of parafoveal semantic information on processing of the target word. In sum the results of the current study suggest that information in the parafoveal region appears to be linguistically processed but to a weaker degree than the focused word. In sum, the results of the experiments in the current study indicate that the influence of parafoveal information is quite lexical and semantic information in the parafoveal region affects processing of the target in the foveal region.

Orthography and Word Recognition in Reading

Citations

Dual-route theory and the consistency effect

The nature and use of sub-lexical inferences in early reading.

Some reasons to save the grapheme and the phoneme

Prevenção da iliteracia: processos cognitivos implicados na lectura

Word processing in the parafoveal region.

Related Papers (5)

The Organization and Activation of Orthographic Knowledge in Reading Aloud.

An interactive activation model of context effects in letter perception: I. An account of basic findings.

Interaction of information in word recognition.

Lexical access in simple reading tasks

Patterns of paralexia: A psycholinguistic approach