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Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
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Siegelman, Noam; Rueckl, Jay G.; Steacy, Laura M.; Frost, Stephen J.; van den Bunt, Mark; Zevin, Jason D.; Seidenberg, Mark S.; Pugh, Kenneth R.; Compton, Donald L.; Morris, Robin D.
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In: J Mem Lang (2020)
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Abstract:
Statistical views of literacy development maintain that proficient reading requires the assimilation of myriad statistical regularities present in the writing system. Indeed, previous studies have tied statistical learning (SL) abilities to reading skills, establishing the existence of a link between the two. However, some issues are currently left unanswered, including questions regarding the underlying bases for these associations as well as the types of statistical regularities actually assimilated by developing readers. Here we present an alternative approach to study the role of SL in literacy development, focusing on individual differences among beginning readers. Instead of using an artificial task to estimate SL abilities, our approach identifies individual differences in children’s reliance on statistical regularities as reflected by actual reading behavior. We specifically focus on individuals’ reliance on regularities in the mapping between print and speech versus associations between print and meaning in a word naming task. We present data from 399 children, showing that those whose oral naming performance is impacted more by print-speech regularities and less by associations between print and meaning have better reading skills. These findings suggest that a key route by which SL mechanisms impact developing reading abilities is via their role in the assimilation of sub-lexical regularities between printed and spoken language -and more generally, in detecting regularities that are more reliable than others. We discuss the implications of our findings to both SL and reading theories.
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Keyword:
Article
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URL: https://doi.org/10.1016/j.jml.2020.104145
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7373223/
http://www.ncbi.nlm.nih.gov/pubmed/32694882
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Differential Activation of the Visual Word Form Area During Auditory Phoneme Perception in Youth with Dyslexia
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In: Neuropsychologia (2020)
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Heteromodal Cortical Areas Encode Sensory-Motor Features of Word Meaning
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Predicting brain activation patterns associated with individual lexical concepts based on five sensory-motor attributes
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Impact of dialect use on a basic component of learning to read
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Glutamate and choline levels predict individual differences in reading ability in emergent readers.
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In: The Journal of neuroscience : the official journal of the Society for Neuroscience, vol 34, iss 11 (2014)
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Dialect Awareness and Lexical Comprehension of Mainstream American English in African American English-Speaking Children
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Distributional structure in language: Contributions to noun–verb difficulty differences in infant word recognition
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Anatomy is strategy: Skilled reading differences associated with structural connectivity differences in the reading network
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Glutamate and Choline Levels Predict Individual Differences in Reading Ability in Emergent Readers
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The Role of Left Occipitotemporal Cortex in Reading: Reconciling Stimulus, Task, and Lexicality Effects
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Toddlers Activate Lexical Semantic Knowledge in the Absence of Visual Referents: Evidence from Auditory Priming
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