Phonological and orthographic parafoveal processing during silent reading in Russian children and adults (original) (raw)
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Parafoveal preview during reading in Russian: native speakers and second language learners
2012
The experiments in this dissertation investigated the influence of word order and attentional processes (between vs. within words) on the parafoveal processing during reading of inflectional morphology of nouns and verbs in Russian by native speakers and L2 learners via the boundary-change paradigm (Rayner, 1975) and it's modified within-word version (Hyöna, Bertram, and Pollatsek, 2004). Syntactic position of the target word and allocation of attention on the target word affect the time-course of morphological processing in native speakers but not in L2 learners due to increased processing during all stages of word identifications: orthographic, lexical access, and post-lexical integration. iii TABLE OF CONTENT
Phonological Mediation and Semantic and Orthographic Factors in Silent Reading in French
Scientific Studies of Reading, 1998
The objectives of this series of three studies were to evaluate, first, whether French-speaking children mainly use phonological mediation in the first stage of reading acquisition in a silent reading task and, second, to examine the role of phonological processing in the construction of the orthographic lexicon. Forty-eight French children were followed from kindergarten to the end of second grade. Their phonological skills were assessed using a semantic categorization task with homophone and visual foils (first study); their orthographic skills were assessed by a choice task between a correct exemplar, a homophone, and a visual foil (second study). In the semantic categorization task the differences between the visual and homophone foils increased with time as the homophone foils were more and more likely to be chosen. In the orthographic choice task, performance improved with time, but errors were more likely to involve homophone foils. The results obtained by two subgroups of children who differed in their level of orthographic expertise at the end of second grade (third study) indicated that, one year earlier (at the end of first grade) the future "expert" spellers were more likely to use phonological processing in silent reading (semantic categorization task) than the future "poor" spellers. Moreover, in first grade, future spelling experts had better phonological skills in reading aloud and in spelling from dictation (pseudoword tasks) than the future poor spellers and they also had better phonological awareness skills at the beginning of the last year of kindergarten. These results suggest that French-speaking children use phonological mediation in silent reading tasks and that phonological processing contributes to the construction of the orthographic lexicon.
Parafoveal preprocessing is an important factor for efficient reading and, in eye-movement studies, is typically investigated by means of parafoveal masking: Valid previews are compared to instances in which masks prevent preprocessing. A long-held assumption was that parafoveal preprocessing, as assessed by this technique, only reflects facilitation (i.e., a preview benefit). Recent studies, however, suggested that the benefit estimate is inflated due to interference of the parafoveal masks, i.e., the masks inflict processing costs. With children from Grades 4 and 6, we administered the novel incremental priming technique. The technique manipulates the salience of the previews by systematically varying its perceptibility (i.e., by visually degrading the previews). This technique does not require a baseline condition, but makes it possible to determine whether a preview induces facilitation or interference. Our salience manipulation of valid previews revealed a preview benefit in the children of both Grades. For two commonly used parafoveal masks, we observed interference corroborating the notion that masks are not a proper baseline. With the novel incremental boundary technique, in contrast, one can achieve an accurate estimate of the preview benefit.
Parafoveal processing of inflectional morphology in Russian: A within-word boundary-change paradigm
Vision Research, 2019
The present study investigated whether inflectional morphology on Russian nouns is processed parafoveally during silent reading. The boundary-change paradigm [Rayner, K. (1975). The perceptual span and peripheral cues in reading. Cognitive Psychology, 7, 65-81] was used to examine parafoveal processing of nominal case markings of Russian nouns. The results yielded preview cost for morphologically related preview in gaze duration (vs. an identical baseline) and in total time (TT) (vs. a non-word baseline) and preview benefit in regressions out of the target word. The contribution of the study is twofold. First this is the first demonstration that bound nominal inflectional morphemes are processed parafoveally in a language with linear concatenated morphology (Russian). Second the observed preview effects suggest that parafoveal preview of a morphologically related word was processed fully in the parafovea and interfered with the integration of the target word into the syntactic structure of the sentence.
Parafoveal Preprocessing of Word Initial Trigrams During Reading in Adults and Children
Journal of experimental psychology. Learning, memory, and cognition, 2015
Although previous research has shown that letter position information for the first letter of a parafoveal word is encoded less flexibly than internal word beginning letters (Johnson, Perea & Rayner, 2007; White et al., 2008), it is not clear how positional encoding operates over the initial trigram in English. This experiment explored the preprocessing of letter identity and position information of a parafoveal word's initial trigram by adults and children using the boundary paradigm during normal sentence reading. Seven previews were generated: Identity (captain); transposed letter and substituted letter nonwords in Positions 1 and 2 (acptain-imptain); 1 and 3 (pactain-gartain), and 2 and 3 (cpatain-cgotain). Results showed a transposed letter effect (TLE) in Position 13 for gaze duration in the pretarget word; and TLE in Positions 12 and 23 but not in Position 13 in the target word for both adults and children. These findings suggest that children, similar to adults, extract ...
Language-specific aspects of reading acquisition: the case of Russian
2015
We have investigated Russian children’s reading acquisition during an intermediate period in their development: after literacy onset, but before they have acquired welldeveloped decoding skills. The results of our study suggest that Russian first graders rely primarily on phonemes and syllables as reading grain-size units. Phonemic awareness seems to have reached the metalinguistic level more rapidly than syllabic awareness after the onset of reading instruction, the reversal which is typical for the initial stages of formal reading instruction creating external demand for phonemic awareness. Another reason might be the inherent instability of syllabic boundaries in Russian. We have shown that body-coda is a more natural representation of subsyllabic structure in Russian than onset-rime. We also found that Russian children displayed variability of syllable onset and offset decisions which can be attributed to the lack of congruence between syllabic and morphemic word division in Rus...
Phonotactic Constraints: Implications for Models of Oral Reading in Russian
Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
The present article investigates how phonotactic rules constrain oral reading in the Russian language. The pronunciation of letters in Russian is regular and consistent, but it is subject to substantial phonotactic influence: the position of a phoneme and its phonological context within a word can alter its pronunciation. In Part 1 of the article, we analyze the orthography-to-phonology and phonology-to-phonology (i.e., phonotactic) relationships in Russian monosyllabic words. In Part 2 of the article, we report empirical data from an oral word reading task that show an effect of phonotactic dependencies on skilled reading in Russian: humans are slower when reading words where letter-phoneme correspondences are highly constrained by phonotactic rules compared with those where there are few or no such constraints present. A further question of interest in this article is how computational models of oral reading deal with the phonotactics of the Russian language. To answer this question, in Part 3, we report simulations from the Russian dual-route cascaded model (DRC) and the Russian connectionist dual-process model (CDPϩϩ) and assess the performance of the 2 models by testing them against human data.
Journal of Experimental Child Psychology, 2007
The picture-word interference paradigm was used to shed new light on the debate concerning slow serial versus fast parallel activation of phonology in silent reading. Prereaders, beginning readers (Grades 1-4), and adults named pictures that had words printed on them. Words and pictures shared phonology either at the beginnings of words (e.g., DOLL-DOG) or at the ends of words (e.g., FOG-DOG). The results showed that phonological overlap between primes and targets facilitated picture naming. This facilitatory eVect was present even in beginning readers. More important, from Grade 1 onward, end-related facilitation always was as strong as beginning-related facilitation. This result suggests that, from the beginning of reading, the implicit and automatic activation of phonological codes during silent reading is not serial but rather parallel.