Hostname: page-component-586b7cd67f-dsjbd Total loading time: 0 Render date: 2024-11-25T19:39:53.373Z Has data issue: false hasContentIssue false
  • English
  • Français

The role of sublexical variables in reading fluency development among Spanish children

Published online by Cambridge University Press:  19 February 2018

Marta ÁLVAREZ-CAÑIZO ,
Paz SUÁREZ-COALLA  and
Fernando CUETOS
Marta ÁLVAREZ-CAÑIZO*
Affiliation:
Departament of Psychology, University of Oviedo, Asturias, Spain
Paz SUÁREZ-COALLA
Affiliation:
Departament of Psychology, University of Oviedo, Asturias, Spain
Fernando CUETOS
Affiliation:
Departament of Psychology, University of Oviedo, Asturias, Spain
*
*Corresponding author. Department of Psychology, University of Oviedo, Pza Feijóo s/n, Oviedo 33003, Spain. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Several studies have found that, after repeated exposure to new words, children form orthographic representations that allow them to read those words faster and more fluently. However, these studies did not take into account variables related to the words. The aim of this study was to investigate the influence of sublexical variables on the formation of orthographic representations of words by Spanish children. The first experiment used pseudo-words of varying syllabic structure and syllabic frequency. The stimuli for the second experiment were formed with or without context-dependent graphemes. We found that formation of orthographic representations was influenced by syllabic structure (easier for words with simple syllabic structure) and the context-dependency of graphemes (easier in the absence of context-dependent graphemes), but not syllabic frequency. These results indicate that the easier it is to read a word, the easier it is to form an orthographic representation of it.

Keywords

orthographic representationscontext-dependent graphemessyllabic frequency and syllabic structure
Type
Articles
Information
Journal of Child Language , Volume 45 , Issue 4 , July 2018 , pp. 858 - 877
Copyright
Copyright © Cambridge University Press 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alameda, J. R., & Cuetos, F. (1995). Diccionario de frecuencias de las unidades lingüísticas del castellano. Oviedo: Servicio de Publicaciones de la Universidad de Oviedo.Google Scholar
Álvarez, C., Carreiras, M., & Perea, M. (2004). Are syllables phonological units in visual word recognition? Language and Cognitive Processes, 19(3), 427–52.Google Scholar
Álvarez, C., Carreiras, M., & Taft, M., (2001). Syllables and morphemes: contrasting frequency effects in Spanish. Journal of Experimental Psychology: Learning, Memory and Cognition, 27(2), 545–55.Google Scholar
Álvarez, C. J., García-Saavedra, G., Luque, J. L., & Taft, M. (2017). Syllabic parsing in children: a developmental study using visual word-spotting in Spanish. Journal of Child Language, 44(2), 380–401.Google Scholar
Baayen, R. H. (2008) Analyzing linguistic data: a practical introduction to statistics. Cambridge University Press.Google Scholar
Baayen, R. H., Davidson, D. J., & Bates, D. M. (2008) Mixed-effects modeling with crossed random effects for subjects and items. Journal of Memory and Language, 59, 390–412.Google Scholar
Barca, L., Ellis, A. W., & Burani, C. (2007). Context-sensitive rules and word naming in Italian children. Reading and Writing, 20(5), 495–509.Google Scholar
Bates, D., Mächler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1–48.Google Scholar
Boder, E. (1970). Developmental dyslexia: a new diagnostic approach based on the identification of three subtypes. Journal of School Health, 40, 289–90.Google Scholar
Bowey, J. A., & Muller, D. (2005). Phonological recoding and rapid orthographic learning in third-graders’ silent reading: a critical test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 92(3), 203–19.Google Scholar
Bušta, J., Hlavácková, D., Jakubícek, M., & Pala, K. (2009). Classification of errors in text. In Sojka, P. & Horák, A. (Eds.), Recent advances in Slavonic natural language processing RASLAN. (pp. 109–20). Brno: Masaryk University.Google Scholar
Cano-Tobíasa, G., Granados-Ramosb, D. E., & Alcaraz-Romeroc, V. M. (2014). Eye movement recordings during reading tasks in children with mixed dyslexia. International Journal of Arts and Commerce, 3(5), 63–74.Google Scholar
Carreiras, M., Alvarez, C., & De Vega, M. (1993). Syllable frequency and visual word recognition in Spanish. Journal of Memory and Language, 32, 766–80.Google Scholar
Carreiras, M., & Perea, M., (2004). Effects of syllable neighbourhood frequency in visual word recognition and reading: cross-task comparisons. In Ferrand, L. & Grainger, J. (Eds.), Psycholinguistique Cognitive. (pp. 233–51). Bruxelles : De Broeck Université.Google Scholar
Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: a dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204–56.Google Scholar
Cuetos, F., Rodríguez, B., Ruano, E., & Arribas, D. (2007). Prolec-R: batería de evaluación de los procesos lectores, Revisada. Madrid: TEA.Google Scholar
Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Share, D. L. (2002). Orthographic learning during reading: examining the role of self-teaching. Journal of Experimental Child Psychology, 82(3), 185–99.Google Scholar
Cunningham, A. E., & Stanovich, K. E. (1990). Assessing print exposure and orthographic processing skill in children: a quick measure of reading experience. Journal of Educational Psychology, 82(4), 733–40.Google Scholar
Davis, C. J., & Perea, M. (2005). BuscaPalabras: a program for deriving orthographic and phonological neighborhood statistics and other psycholinguistic indices in Spanish. Behavior Research Methods, 37, 665–71.Google Scholar
Domínguez, A., Segui, J., & Vega, F. C. (2000). Syllable-frequency effect in visual word recognition: a review with particular reference to Spanish data. Psicológica: Revista de metodología y psicología experimental, 21(3), 375–402.Google Scholar
Duñabeitia, J. A., Cholin, J., Corral, J., Perea, M., & Carreiras, M. (2010). SYLLABARIUM: an online application for deriving complete statistics for Basque and Spanish syllables. Behavior Research Methods, 42, 118–25.Google Scholar
Ehri, L., & Saltmarsh, J. (1995). Beginning readers outperform older disabled readers in learning to read words by sight. Reading and Writing: An Interdisciplinary Journal, 7, 295–326.Google Scholar
Fogarty, J., Dabbish, L., Steck, D., & Mostow, J. (2001). Mining a database of reading mistakes: For what should an automated reading tutor listen? In Moore, J. D., Redfield, C. L., & Johnson, W. L. (Eds.), Artificial intelligence in education: AI-ED in the wired and wireless future (pp. 422–33). Amsterdam: IOS Press.Google Scholar
Forster, K. I., & Forster, J. C. (2003). DMDX: a Windows display program with millisecond accuracy. Behavior Research Methods, Instruments, & Computers, 35, 116–24.Google Scholar
Jiménez, J. E., García, E., O'Shanahan, I., & Rojas, E. (2010). Do Spanish children use the syllable in visual word recognition in learning to read? Spanish Journal of Psychology, 13(1), 6374.Google Scholar
Just, M. A., & Carpenter, P. A. (1980). A theory of reading: from eye fixations to comprehension. Psychological Review, 87(4), 329–54.Google Scholar
Khalid, N. M., Buari, N. H., & Chen, A.-H. (2017). Comparison of oral reading errors between contextual sentences and random words among schoolchildren. International Education Studies, 10(1), 47–55.Google Scholar
Kwok, R. K. W., Cuetos, F., Avdyli, R., & Ellis, A. W. (2017). Reading and lexicalization in opaque and transparent orthographies: word naming and word learning in English and Spanish. Quarterly Journal of Experimental Psychology, 70(10), 2105–29.Google Scholar
Kwok, R. K. W., & Ellis, A. W. (2014). Visual word learning in adults with dyslexia. Frontiers in human neuroscience, 8, 264.Google Scholar
Kwok, R. K. W., & Ellis, A. W. (2015). Visual word learning in skilled readers of English. Quarterly Journal of Experimental Psychology, 68(2), 326–49.Google Scholar
Kuznetsova, A., Brockhoff, P. B., & Christensen, R. H. B. (2015). lmerTest: tests in linear mixed effects models. R package version 2.0-33. Retrieved from: <https://CRAN.R-project.org/package=lmerTest>..>Google Scholar
Kyte, C. S., & Johnson, C. J. (2006). The role of phonological recoding in orthographic learning. Journal of Experimental Child Psychology, 93(2), 166–85.Google Scholar
Lenth, R. V. (2016). Least-squares means: the R package lsmeans. Journal of Statistical Software, 69(1), 1–33.Google Scholar
Maloney, E., Risko, E. F., O'Malley, S., & Besner, D. (2009). Tracking the transition from sublexical to lexical processing: on the creation of orthographic and phonological lexical representations. Quarterly Journal of Experimental Psychology, 62(5), 858–67.Google Scholar
Payne, C. S. (1930). The classification of errors in oral reading. Elementary School Journal, 31(2), 142–6.Google Scholar
Peereman, R., Dufour, S., & Burt, J. (2009). Orthographic influences in spoken-word recognition: the consistency effect in semantic and gender categorization tasks. Psychonomic Bulletin & Review, 16, 363–8.Google Scholar
Perea, M., & Carreiras, M. (1995). Efectos de frecuencia silábica en tareas de identificación. Psicológica, 16, 483–96.Google Scholar
Perea, M., & Carreiras, M. (1998). Effects of syllable frequency and syllable neighborhood frequency in visual word recognition. Journal of Experimental Psychology: Human Perception and Performance, 24(1), 134–44.Google Scholar
Protopapas, A. (2007). CheckVocal: a program to facilitate checking the accuracy and response time of vocal responses from DMDX. Behavior Research Methods, 39(4), 859–62.Google Scholar
Qiao, X., Forster, K., & Witzel, N. (2009). Is Banara really a word? Cognition, 113(2), 254–7.Google Scholar
R Core Team (2017). R: a language and environment for statistical computing. Retrieved from R Foundation for Statistical Computing, Vienna <https://www.R-project.org/>..>Google Scholar
Rastle, K., & Coltheart, M. (1998). Whammies and double whammies: the length effect on nonword reading. Psychonomic Bulletin & Review 5, 277–82.Google Scholar
Sakamoto, Y., Ishiguro, M., & Kitagawa, G. (1986). Akaike information criterion statistics. Dordrecht: D. Reidel.Google Scholar
Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–74.Google Scholar
Share, D. L. (1995). Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition, 55(2), 151–218.Google Scholar
Share, D. L. (1999). Phonological recoding and orthographic learning: a direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 72(2), 95–129.Google Scholar
Share, D. L. (2004). Orthographic learning at a glance: on the time course and developmental onset of self-teaching. Journal of Experimental Child Psychology, 87, 267–98.Google Scholar
Sprenger-Charolles, L., & Siegel, L. S. (1997). A longitudinal study of the effects of syllabic structure on the development of reading and spelling skills in French. Applied Psycholinguistics, 18(4), 485–505.Google Scholar
Suárez-Coalla, P., Álvarez-Cañizo, M., & Cuetos, F. (2016). Orthographic learning in Spanish children. Journal of Research in Reading, 39, 292–311.Google Scholar
Suárez-Coalla, P., Avdyli, R., & Cuetos, F. (2014a). Influence of context-sensitive rules in the formation of orthographic representations in Spanish dyslexic children. Frontiers in Psychology, 5:1409. doi:10.3389/fpsyg.2014.01409.Google Scholar
Suárez-Coalla, P., Ramos, S., Álvarez-Cañizo, M., & Cuetos, F. (2014b). Orthographic learning in dyslexic Spanish children. Annals of Dyslexia, 64(2), 166–81.Google Scholar
Taft, M. (1979). Lexical access via an orthographic code: the Basic Orthographic Syllabic Structure (BOSS). Journal of Verbal Learning and Verbal Behavior, 18, 21–39.Google Scholar
Taft, M. (2001). Processing of orthographic structure by adults of different reading ability. Language and Speech, 44, 351–76.Google Scholar
Ventura, P., Kolinsky, R., Pattamadilok, C., & Morais, J. (2008). The developmental turn point of orthographic consistency effects in speech recognition. Journal of Experimental Child Psychology, 100, 135–45.Google Scholar
Wang, H.-C., Castles, A., & Nickels, L. (2012). Word regularity affects orthographic learning. Quarterly Journal of Experimental Psychology, 65, 856–64.Google Scholar
Wang, H.-C., Nickels, L., Nation, K., & Castles, A. (2013). Predictors of orthographic learning of regular and irregular words. Scientific Studies of Reading, 17(5), 369–84.Google Scholar
Weekes, B. S. (1997). Differential effects of number of letters on word and nonword naming latency. Quarterly Journal of Experimental Psychology, 50 A(2), 439–56.Google Scholar
Williams, S., & Reiter, E. (2004). Reading errors made by skilled and unskilled readers: evaluating a system that generates reports for people with poor literacy. In: Fourteenth Annual Meeting of the Society for Text and Discourse (p. 21), 1–4 August, 2004, Chicago, IL.Google Scholar
Supplementary material: File

Álvarez-Cañizo et al. supplementary material

Álvarez-Cañizo et al. supplementary material 1

Download Álvarez-Cañizo et al. supplementary material(File)
File 22.9 KB