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Liu, Pingping; Lu, Qin – Journal of Research in Reading, 2018
This paper studies the mechanisms behind the differential effects of inserting a space either before or after a two-character unit on information processing through the examination of eye movements in Chinese, a language where there is no word delimiters. A two-character unit in this study is either a word-preserving stimulus or a word-disrupting…
Descriptors: Eye Movements, Chinese, Reading Processes, Orthographic Symbols
Han, Jeong-Im; Kim, Joo-Yeon; Choi, Tae-Hwan – Journal of Psycholinguistic Research, 2021
There is evidence that orthographic knowledge can influence on-line spoken-word recognition. Interestingly, when graphic and phonetic codes are not congruent due to the application of phonological alternation processes, people report hearing sounds that are matched to graphic (underlying), not phonetic codes (Hallé et al. in J Mem Lang 43:618-639,…
Descriptors: Language Processing, Phonetics, Mandarin Chinese, Phonology
Borleffs, Elisabeth; Maassen, Ben A. M.; Lyytinen, Heikki; Zwarts, Frans – Reading and Writing: An Interdisciplinary Journal, 2017
This narrative review discusses quantitative indices measuring differences between alphabetic languages that are related to the process of word recognition. The specific orthography that a child is acquiring has been identified as a central element influencing reading acquisition and dyslexia. However, the development of reliable metrics to…
Descriptors: Language Classification, Morphology (Languages), Phonemes, Language Processing
Velan, Hadas; Frost, Ram – Journal of Memory and Language, 2009
We examined the effects of letter-transposition in Hebrew in three masked-priming experiments. Hebrew, like English has an alphabetic orthography where sequential and contiguous letter strings represent phonemes. However, being a Semitic language it has a non-concatenated morphology that is based on root derivations. Experiment 1 showed that…
Descriptors: Semitic Languages, Phonemes, Morphemes, Inhibition
Fischer, Martin H. – Brain and Language, 2004
We have a surprising tendency to misperceive the center of visually presented words (Fischer, 1996, 2000a, 2000b). To understand the origin of this bias, four experiments assessed the impact of letter font, letter size, and grapheme-phoneme convergences on perceived stimulus center. Fourteen observers indicated the perceived centers of words,…
Descriptors: Orthographic Symbols, Language Processing, Graphemes, Phonemes
Perea, Manuel; Lupker, Stephen J. – Journal of Memory and Language, 2004
Nonwords created by transposing two "adjacent" letters (i.e., transposed-letter (TL) nonwords like "jugde") are very effective at activating the lexical representation of their base words. This fact poses problems for most computational models of word recognition (e.g., the interactive-activation model and its extensions), which assume that exact…
Descriptors: Alphabets, Word Recognition, Models, Lexicology
Sparks, Richard L. – Reading and Writing: An Interdisciplinary Journal, 2004
Children classified as hyperlexic learn to read words spontaneously before age five, are impaired in both reading and listening comprehension, and exhibit word recognition skills above their linguistic and cognitive abilities. Despite their strong word recognition skills, previous studies have shown that the phonemic awareness skills of hyperlexic…
Descriptors: Children, Language Impairments, Word Recognition, Language Processing
Borgwaldt, Susanne R.; Hellwig, Frauke M.; De Groot, Annette M. B. – Reading and Writing: An Interdisciplinary Journal, 2005
Alphabetic orthographies vary in the (in)consistency of the relations between spelling and sound patterns. In transparent orthographies, like Italian, the pronunciation can be predicted from the spelling, in contrast to opaque orthographies such as English, where spelling-sound correspondences are often inconsistent. The pronunciation of English…
Descriptors: Phonemes, Spelling, Pronunciation, Contrastive Linguistics
Nikolopoulos, Dimitris; Goulandris, Nata; Hulme, Charles; Snowling, Margaret J. – Journal of Experimental Child Psychology, 2006
We conducted a longitudinal study examining the role of phonemic awareness, phonological processing, and grammatical skills in the development of reading and spelling abilities in Greek. A battery of cognitive, linguistic, and literacy tasks was administered to 131 primary school children (65 7-year-olds and 66 9-year-olds) and was repeated in the…
Descriptors: Greek, Longitudinal Studies, Phonemes, Reading Skills