Bidirectional Relations of Phonological Sensitivity and Prereading Abilities: Evidence from a Preschool Sample.

ERIC Educational Resources Information Center

Burgess, Stephen R.; Lonigan, Christopher J.

1998-01-01

Examined the relationship between phonological sensitivity and letter knowledge in 4- and 5-year-olds in a one-year longitudinal study. Found that phonological sensitivity predicted letter knowledge growth, and letter knowledge predicted phonological sensitivity growth, when controlling for age and oral language abilities. Also found that the…

Early phonology revealed by international adoptees' birth language retention.

PubMed

Choi, Jiyoun; Broersma, Mirjam; Cutler, Anne

2017-07-11

Until at least 6 mo of age, infants show good discrimination for familiar phonetic contrasts (i.e., those heard in the environmental language) and contrasts that are unfamiliar. Adult-like discrimination (significantly worse for nonnative than for native contrasts) appears only later, by 9-10 mo. This has been interpreted as indicating that infants have no knowledge of phonology until vocabulary development begins, after 6 mo of age. Recently, however, word recognition has been observed before age 6 mo, apparently decoupling the vocabulary and phonology acquisition processes. Here we show that phonological acquisition is also in progress before 6 mo of age. The evidence comes from retention of birth-language knowledge in international adoptees. In the largest ever such study, we recruited 29 adult Dutch speakers who had been adopted from Korea when young and had no conscious knowledge of Korean language at all. Half were adopted at age 3-5 mo (before native-specific discrimination develops) and half at 17 mo or older (after word learning has begun). In a short intensive training program, we observe that adoptees (compared with 29 matched controls) more rapidly learn tripartite Korean consonant distinctions without counterparts in their later-acquired Dutch, suggesting that the adoptees retained phonological knowledge about the Korean distinction. The advantage is equivalent for the younger-adopted and the older-adopted groups, and both groups not only acquire the tripartite distinction for the trained consonants but also generalize it to untrained consonants. Although infants younger than 6 mo can still discriminate unfamiliar phonetic distinctions, this finding indicates that native-language phonological knowledge is nonetheless being acquired at that age.

Impairment: The Case of Phonotactic Probability and Nonword Repetition

ERIC Educational Resources Information Center

McKean, Cristina; Letts, Carolyn; Howard, David

2013-01-01

Purpose: In this study, the authors aimed to explore the relationship between lexical and phonological knowledge in children with primary language impairment (PLI) through the application of a developmental methodology. Specifically, they tested whether there is evidence for an impairment in the process of phonological abstraction in this group of…

The Spelling Skills of French-Speaking Dyslexic Children

ERIC Educational Resources Information Center

Plisson, Anne; Daigle, Daniel; Montesinos-Gelet, Isabelle

2013-01-01

Learning to spell is very difficult for dyslexic children, a phenomenon explained by a deficit in processing phonological information. However, to spell correctly in an alphabetic language such as French, phonological knowledge is not enough. Indeed, the French written system requires the speller to acquire visuo-orthographical and morphological…

Dyslexia in adults: Evidence for deficits in non-word reading and in the phonological representation of lexical items.

PubMed

Elbro, C; Nielsen, I; Petersen, D K

1994-01-01

Difficulties in reading and language skills which persist from childhood into adult life are the concerns of this article. The aims were twofold: (1) to find measures of adult reading processes that validate adults' retrospective reports of difficulties in learning to read during the school years, and (2) to search for indications of basic deficits in phonological processing that may point toward underlying causes of reading difficulties. Adults who reported a history of difficulties in learning to read (n=102) were distinctly disabled in phonological coding in reading, compared to adults without similar histories (n=56). They were less disabled in the comprehension of written passages, and the comprehension disability was explained by the phonological difficulties. A number of indications were found that adults with poor phonological coding skills in reading (i.e., dyslexia) have basic deficits in phonological representations of spoken words, even when semantic word knowledge, phonemic awareness, educational level, and daily reading habits are taken into account. It is suggested that dyslexics possess less distinct phonological representations of spoken words.

Newly-acquired words are more phonologically robust in verbal short-term memory when they have associated semantic representations.

PubMed

Savill, Nicola; Ellis, Andrew W; Jefferies, Elizabeth

2017-04-01

Verbal short-term memory (STM) is a crucial cognitive function central to language learning, comprehension and reasoning, yet the processes that underlie this capacity are not fully understood. In particular, although STM primarily draws on a phonological code, interactions between long-term phonological and semantic representations might help to stabilise the phonological trace for words ("semantic binding hypothesis"). This idea was first proposed to explain the frequent phoneme recombination errors made by patients with semantic dementia when recalling words that are no longer fully understood. However, converging evidence in support of semantic binding is scant: it is unusual for studies of healthy participants to examine serial recall at the phoneme level and also it is difficult to separate the contribution of phonological-lexical knowledge from effects of word meaning. We used a new method to disentangle these influences in healthy individuals by training new 'words' with or without associated semantic information. We examined phonological coherence in immediate serial recall (ISR), both immediately and the day after training. Trained items were more likely to be recalled than novel nonwords, confirming the importance of phonological-lexical knowledge, and items with semantic associations were also produced more accurately than those with no meaning, at both time points. For semantically-trained items, there were fewer phoneme ordering and identity errors, and consequently more complete target items were produced in both correct and incorrect list positions. These data show that lexical-semantic knowledge improves the robustness of verbal STM at the sub-item level, even when the effect of phonological familiarity is taken into account. Copyright © 2016 Elsevier Ltd. All rights reserved.

Spelling Errors in French-speaking Children with Dyslexia: Phonology May Not Provide the Best Evidence.

PubMed

Daigle, Daniel; Costerg, Agnès; Plisson, Anne; Ruberto, Noémia; Varin, Joëlle

2016-05-01

For children with dyslexia, learning to write constitutes a great challenge. There has been consensus that the explanation for these learners' delay is related to a phonological deficit. Results from studies designed to describe dyslexic children's spelling errors are not always as clear concerning the role of phonological processes as those found in reading studies. In irregular languages like French, spelling abilities involve other processes than phonological processes. The main goal of this study was to describe the relative contribution of these other processes in dyslexic children's spelling ability. In total, 32 francophone dyslexic children with a mean age of 11.4 years were compared with 24 reading-age matched controls (RA) and 24 chronological-age matched controls (CA). All had to write a text that was analysed at the graphemic level. All errors were classified as either phonological, morphological, visual-orthographic or lexical. Results indicated that dyslexic children's spelling ability lagged behind not only that of the CA group but also of the RA group. Because the majority of errors, in all groups, could not be explained by inefficiency of phonological processing, the importance of visual knowledge/processes will be discussed as a complementary explanation of dyslexic children's delay in writing. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Learning to Read in Arabic: Reading, Syntactic, Orthographic and Working Memory Skills in Normally Achieving and Poor Arabic Readers.

ERIC Educational Resources Information Center

Abu-Rabia, Salim

1995-01-01

Examines relationships between phonological skills and reading in 143 Arab children in Arab villages of central Israel. Finds that a word recognition test was highly correlated with phonological skills, semantic processing, syntactic knowledge, and short-term memory, and that poor readers significantly lagged in skill development. Discusses…

Cognitive abilities underlying second-language vocabulary acquisition in an early second-language immersion education context: a longitudinal study.

PubMed

Nicolay, Anne-Catherine; Poncelet, Martine

2013-08-01

First-language (L1) and second-language (L2) lexical development has been found to be strongly associated with phonological processing abilities such as phonological short-term memory (STM), phonological awareness, and speech perception. Lexical development also seems to be linked to attentional and executive skills such as auditory attention, flexibility, and response inhibition. The aim of this four-wave longitudinal study was to determine to what extent L2 vocabulary acquired through the particular school context of early L2 immersion education is linked to the same cognitive abilities. A total of 61 French-speaking 5-year-old kindergartners who had just been enrolled in English immersion classes were administered a battery of tasks assessing these three phonological processing abilities and three attentional/executive skills. Their English vocabulary knowledge was measured 1, 2, and 3 school years later. Multiple regression analyses showed that, among the assessed phonological processing abilities, phonological STM and speech perception, but not phonological awareness, appeared to underlie L2 vocabulary acquisition in this context of an early L2 immersion school program, at least during the first steps of acquisition. Similarly, among the assessed attentional/executive skills, auditory attention and flexibility, but not response inhibition, appeared to be involved during the first steps of L2 vocabulary acquisition in such an immersion school context. Copyright © 2013 Elsevier Inc. All rights reserved.

Emergent Literacy Skills in Preschool Children With Hearing Loss Who Use Spoken Language: Initial Findings From the Early Language and Literacy Acquisition (ELLA) Study.

PubMed

Werfel, Krystal L

2017-10-05

The purpose of this study was to compare change in emergent literacy skills of preschool children with and without hearing loss over a 6-month period. Participants included 19 children with hearing loss and 14 children with normal hearing. Children with hearing loss used amplification and spoken language. Participants completed measures of oral language, phonological processing, and print knowledge twice at a 6-month interval. A series of repeated-measures analyses of variance were used to compare change across groups. Main effects of time were observed for all variables except phonological recoding. Main effects of group were observed for vocabulary, morphosyntax, phonological memory, and concepts of print. Interaction effects were observed for phonological awareness and concepts of print. Children with hearing loss performed more poorly than children with normal hearing on measures of oral language, phonological memory, and conceptual print knowledge. Two interaction effects were present. For phonological awareness and concepts of print, children with hearing loss demonstrated less positive change than children with normal hearing. Although children with hearing loss generally demonstrated a positive growth in emergent literacy skills, their initial performance was lower than that of children with normal hearing, and rates of change were not sufficient to catch up to the peers over time.

Separating the influences of prereading skills on early word and nonword reading.

PubMed

Shapiro, Laura R; Carroll, Julia M; Solity, Jonathan E

2013-10-01

The essential first step for a beginning reader is to learn to match printed forms to phonological representations. For a new word, this is an effortful process where each grapheme must be translated individually (serial decoding). The role of phonological awareness in developing a decoding strategy is well known. We examined whether beginning readers recruit different skills depending on the nature of the words being read (familiar words vs. nonwords). Print knowledge, phoneme and rhyme awareness, rapid automatized naming (RAN), phonological short-term memory (STM), nonverbal reasoning, vocabulary, auditory skills, and visual attention were measured in 392 prereaders 4 and 5 years of age. Word and nonword reading were measured 9 months later. We used structural equation modeling to examine the skills-reading relationship and modeled correlations between our two reading outcomes and among all prereading skills. We found that a broad range of skills were associated with reading outcomes: early print knowledge, phonological STM, phoneme awareness and RAN. Whereas all of these skills were directly predictive of nonword reading, early print knowledge was the only direct predictor of word reading. Our findings suggest that beginning readers draw most heavily on their existing print knowledge to read familiar words. Copyright © 2013 Elsevier Inc. All rights reserved.

When benefits outweigh costs: reconsidering "automatic" phonological recoding when reading aloud.

PubMed

Robidoux, Serje; Besner, Derek

2011-06-01

Skilled readers are slower to read aloud exception words (e.g., PINT) than regular words (e.g., MINT). In the case of exception words, sublexical knowledge competes with the correct pronunciation driven by lexical knowledge, whereas no such competition occurs for regular words. The dominant view is that the cost of this "regularity" effect is evidence that sublexical spelling-sound conversion is impossible to prevent (i.e., is "automatic"). This view has become so reified that the field rarely questions it. However, the results of simulations from the most successful computational models on the table suggest that the claim of "automatic" sublexical phonological recoding is premature given that there is also a benefit conferred by sublexical processing. Taken together with evidence from skilled readers that sublexical phonological recoding can be stopped, we suggest that the field is too narrowly focused when it asserts that sublexical phonological recoding is "automatic" and that a broader, more nuanced and contextually driven approach provides a more useful framework.

Preservice and inservice teachers' knowledge of language constructs in Finland.

PubMed

Aro, Mikko; Björn, Piia Maria

2016-04-01

The aim of the study was to explore the Finnish preservice and inservice teachers' knowledge of language constructs relevant for literacy acquisition. A total of 150 preservice teachers and 74 inservice teachers participated in the study by filling out a questionnaire that assessed self-perceived expertise in reading instruction, knowledge of phonology and phonics, and knowledge of morphology. The inservice teachers outperformed the preservice teachers in knowledge of phonology and phonics, as well as morphology. Both groups' knowledge of morphology was markedly lower than their knowledge of phonology and phonics. Because early reading instruction does not focus on the morphological level of language but is phonics-based, this result was expected. However, the findings also revealed a lack of explicit knowledge of basic phonological constructs and less-than-optimal phonemic awareness skills in both groups. Problems in phonemic skills manifested mostly as responding to the phonological tasks based on orthographic knowledge, which reflects an overreliance on the one-to-one correspondence between graphemes and phonemes. The preservice teachers' perceptions of expertise were weakly related to their knowledge and skills. Among the inservice teachers, perceived expertise and knowledge of language constructs were completely unrelated. Although the study was exploratory, these findings suggest that within the Finnish teacher education there is a need to focus more on explicit content studies for language structures and the concepts relevant for literacy instruction, as well as phonological and phonemic skills.

Phonological Awareness and Print Knowledge of Preschool Children with Cochlear Implants

PubMed Central

Ambrose, Sophie E.; Fey, Marc E.; Eisenberg, Laurie S.

2012-01-01

Purpose To determine whether preschool-age children with cochlear implants have age-appropriate phonological awareness and print knowledge and to examine the relationships of these skills with related speech and language abilities. Method 24 children with cochlear implants (CIs) and 23 peers with normal hearing (NH), ages 36 to 60 months, participated. Children’s print knowledge, phonological awareness, language, speech production, and speech perception abilities were assessed. Results For phonological awareness, the CI group’s mean score fell within 1 standard deviation of the TOPEL’s normative sample mean but was more than 1 standard deviation below our NH group mean. The CI group’s performance did not differ significantly from that of the NH group for print knowledge. For the CI group, phonological awareness and print knowledge were significantly correlated with language, speech production, and speech perception. Together, these predictor variables accounted for 34% of variance in the CI group’s phonological awareness but no significant variance in their print knowledge. Conclusions Children with CIs have the potential to develop age-appropriate early literacy skills by preschool-age but are likely to lag behind their NH peers in phonological awareness. Intervention programs serving these children should target these skills with instruction and by facilitating speech and language development. PMID:22223887

Reconciling phonological neighborhood effects in speech production through single trial analysis.

PubMed

Sadat, Jasmin; Martin, Clara D; Costa, Albert; Alario, F-Xavier

2014-02-01

A crucial step for understanding how lexical knowledge is represented is to describe the relative similarity of lexical items, and how it influences language processing. Previous studies of the effects of form similarity on word production have reported conflicting results, notably within and across languages. The aim of the present study was to clarify this empirical issue to provide specific constraints for theoretical models of language production. We investigated the role of phonological neighborhood density in a large-scale picture naming experiment using fine-grained statistical models. The results showed that increasing phonological neighborhood density has a detrimental effect on naming latencies, and re-analyses of independently obtained data sets provide supplementary evidence for this effect. Finally, we reviewed a large body of evidence concerning phonological neighborhood density effects in word production, and discussed the occurrence of facilitatory and inhibitory effects in accuracy measures. The overall pattern shows that phonological neighborhood generates two opposite forces, one facilitatory and one inhibitory. In cases where speech production is disrupted (e.g. certain aphasic symptoms), the facilitatory component may emerge, but inhibitory processes dominate in efficient naming by healthy speakers. These findings are difficult to accommodate in terms of monitoring processes, but can be explained within interactive activation accounts combining phonological facilitation and lexical competition. Copyright © 2013 Elsevier Inc. All rights reserved.

The dorsal stream contribution to phonological retrieval in object naming

PubMed Central

Faseyitan, Olufunsho; Kim, Junghoon; Coslett, H. Branch

2012-01-01

Meaningful speech, as exemplified in object naming, calls on knowledge of the mappings between word meanings and phonological forms. Phonological errors in naming (e.g. GHOST named as ‘goath’) are commonly seen in persisting post-stroke aphasia and are thought to signal impairment in retrieval of phonological form information. We performed a voxel-based lesion-symptom mapping analysis of 1718 phonological naming errors collected from 106 individuals with diverse profiles of aphasia. Voxels in which lesion status correlated with phonological error rates localized to dorsal stream areas, in keeping with classical and contemporary brain-language models. Within the dorsal stream, the critical voxels were concentrated in premotor cortex, pre- and postcentral gyri and supramarginal gyrus with minimal extension into auditory-related posterior temporal and temporo-parietal cortices. This challenges the popular notion that error-free phonological retrieval requires guidance from sensory traces stored in posterior auditory regions and points instead to sensory-motor processes located further anterior in the dorsal stream. In a separate analysis, we compared the lesion maps for phonological and semantic errors and determined that there was no spatial overlap, demonstrating that the brain segregates phonological and semantic retrieval operations in word production. PMID:23171662

Phonological learning in semantic dementia.

PubMed

Jefferies, Elizabeth; Bott, Samantha; Ehsan, Sheeba; Lambon Ralph, Matthew A

2011-04-01

Patients with semantic dementia (SD) have anterior temporal lobe (ATL) atrophy that gives rise to a highly selective deterioration of semantic knowledge. Despite pronounced anomia and poor comprehension of words and pictures, SD patients have well-formed, fluent speech and normal digit span. Given the intimate connection between phonological STM and word learning revealed by both neuropsychological and developmental studies, SD patients might be expected to show good acquisition of new phonological forms, even though their ability to map these onto meanings is impaired. In contradiction of these predictions, a limited amount of previous research has found poor learning of new phonological forms in SD. In a series of experiments, we examined whether SD patient, GE, could learn novel phonological sequences and, if so, under which circumstances. GE showed normal benefits of phonological knowledge in STM (i.e., normal phonotactic frequency and phonological similarity effects) but reduced support from semantic memory (i.e., poor immediate serial recall for semantically degraded words, characterised by frequent item errors). Next, we demonstrated normal learning of serial order information for repeated lists of single-digit number words using the Hebb paradigm: these items were well-understood allowing them to be repeated without frequent item errors. In contrast, patient GE showed little learning of nonsense syllable sequences using the same Hebb paradigm. Detailed analysis revealed that both GE and the controls showed a tendency to learn their own errors as opposed to the target items. Finally, we showed normal learning of phonological sequences for GE when he was prevented from repeating his errors. These findings confirm that the ATL atrophy in SD disrupts phonological processing for semantically degraded words but leaves the phonological architecture intact. Consequently, when item errors are minimised, phonological STM can support the acquisition of new phoneme sequences in patients with SD. Copyright © 2011 Elsevier Ltd. All rights reserved.

Research and Trends in the Studies of Phonological Knowledge and Reading Development: A Review on Selected Journals

ERIC Educational Resources Information Center

Jamaludin, Khairul Azhar; Alias, Norlidah; Johari, Roselina

2014-01-01

Developing phonological knowledge of students is believed to be beneficial to reading development. This paper reviews selected eight articles on the issue of phonological knowledge and reading development in both native and English as Second Language (ESL) context. In finding the trends and patterns across all eight articles, the content and…

The unique role of lexical accessibility in predicting kindergarten emergent literacy.

PubMed

Verhoeven, Ludo; van Leeuwe, Jan; Irausquin, Rosemarie; Segers, Eliane

The goal of this longitudinal study was to examine how lexical quality predicts the emergence of literacy abilities in 169 Dutch kindergarten children before formal reading instruction has started. At the beginning of the school year, a battery of precursor measures associated with lexical quality was related to the emergence of letter knowledge and word decoding. Confirmatory factor analysis evidenced five domains related to lexical quality, i.e., vocabulary, phonological coding, phonological awareness, lexical retrieval and phonological working memory. Structural equation modeling showed that the development of letter knowledge during the year could be predicted from children's phonological awareness and lexical retrieval, and the emergence of word decoding from their phonological awareness and letter knowledge. It is concluded that it is primarily the accessibility of phonological representations in the mental lexicon that predicts the emergence of literacy in kindergarten.

The Relationship Between Speech, Language, and Phonological Awareness in Preschool-Age Children With Developmental Disabilities.

PubMed

Barton-Hulsey, Andrea; Sevcik, Rose A; Romski, MaryAnn

2018-05-03

A number of intrinsic factors, including expressive speech skills, have been suggested to place children with developmental disabilities at risk for limited development of reading skills. This study examines the relationship between these factors, speech ability, and children's phonological awareness skills. A nonexperimental study design was used to examine the relationship between intrinsic skills of speech, language, print, and letter-sound knowledge to phonological awareness in 42 children with developmental disabilities between the ages of 48 and 69 months. Hierarchical multiple regression was done to determine if speech ability accounted for a unique amount of variance in phonological awareness skill beyond what would be expected by developmental skills inclusive of receptive language and print and letter-sound knowledge. A range of skill in all areas of direct assessment was found. Children with limited speech were found to have emerging skills in print knowledge, letter-sound knowledge, and phonological awareness. Speech ability did not predict a significant amount of variance in phonological awareness beyond what would be expected by developmental skills of receptive language and print and letter-sound knowledge. Children with limited speech ability were found to have receptive language and letter-sound knowledge that supported the development of phonological awareness skills. This study provides implications for practitioners and researchers concerning the factors related to early reading development in children with limited speech ability and developmental disabilities.

Automaticity of phonological and semantic processing during visual word recognition.

PubMed

Pattamadilok, Chotiga; Chanoine, Valérie; Pallier, Christophe; Anton, Jean-Luc; Nazarian, Bruno; Belin, Pascal; Ziegler, Johannes C

2017-04-01

Reading involves activation of phonological and semantic knowledge. Yet, the automaticity of the activation of these representations remains subject to debate. The present study addressed this issue by examining how different brain areas involved in language processing responded to a manipulation of bottom-up (level of visibility) and top-down information (task demands) applied to written words. The analyses showed that the same brain areas were activated in response to written words whether the task was symbol detection, rime detection, or semantic judgment. This network included posterior, temporal and prefrontal regions, which clearly suggests the involvement of orthographic, semantic and phonological/articulatory processing in all tasks. However, we also found interactions between task and stimulus visibility, which reflected the fact that the strength of the neural responses to written words in several high-level language areas varied across tasks. Together, our findings suggest that the involvement of phonological and semantic processing in reading is supported by two complementary mechanisms. First, an automatic mechanism that results from a task-independent spread of activation throughout a network in which orthography is linked to phonology and semantics. Second, a mechanism that further fine-tunes the sensitivity of high-level language areas to the sensory input in a task-dependent manner. Copyright © 2017 Elsevier Inc. All rights reserved.

Nursery Rhyme Knowledge and Phonological Awareness in Preschool Children

ERIC Educational Resources Information Center

Harper, Laurie J.

2011-01-01

Phonological awareness is an important precursor in learning to read. This awareness of phonemes fosters a child's ability to hear and blend sounds, encode and decode words, and to spell phonetically. This quantitative study assessed pre-K children's existing Euro-American nursery rhyme knowledge and phonological awareness literacy, provided…

Learning words and learning sounds: Advances in language development.

PubMed

Vihman, Marilyn M

2017-02-01

Phonological development is sometimes seen as a process of learning sounds, or forming phonological categories, and then combining sounds to build words, with the evidence taken largely from studies demonstrating 'perceptual narrowing' in infant speech perception over the first year of life. In contrast, studies of early word production have long provided evidence that holistic word learning may precede the formation of phonological categories. In that account, children begin by matching their existing vocal patterns to adult words, with knowledge of the phonological system emerging from the network of related word forms. Here I review evidence from production and then consider how the implicit and explicit learning mechanisms assumed by the complementary memory systems model might be understood as reconciling the two approaches. © 2016 The British Psychological Society.

Teachers' Perceptions and Pedagogical Content Knowledge of Phonological Awareness, Phonics, and Dyslexia

ERIC Educational Resources Information Center

Williams, Jennifer S.

2012-01-01

In 2011, a small Midwestern school district referred an increasing number of 2nd-4th grade students, with reading problems due to phonetic and phonological awareness deficits, to the district's intervention team. Framed in Shulman's pedagogical content knowledge model and the International Dyslexia Association's phonological deficit theory of…

Generation of Signs Within Semantic and Phonological Categories: Data from Deaf Adults and Children Who Use American Sign Language.

PubMed

Beal-Alvarez, Jennifer S; Figueroa, Daileen M

2017-04-01

Two key areas of language development include semantic and phonological knowledge. Semantic knowledge relates to word and concept knowledge. Phonological knowledge relates to how language parameters combine to create meaning. We investigated signing deaf adults' and children's semantic and phonological sign generation via one-minute tasks, including animals, foods, and specific handshapes. We investigated the effects of chronological age, age of sign language acquisition/years at school site, gender, presence of a disability, and geographical location (i.e., USA and Puerto Rico) on participants' performance and relations among tasks. In general, the phonological task appeared more difficult than the semantic tasks, students generated more animals than foods, age, and semantic performance correlated for the larger sample of U.S. students, and geographical variation included use of fingerspelling and specific signs. Compared to their peers, deaf students with disabilities generated fewer semantic items. These results provide an initial snapshot of students' semantic and phonological sign generation. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Brain Bases of Morphological Processing in Young Children

PubMed Central

Arredondo, Maria M.; Ip, Ka I; Hsu, Lucy Shih-Ju; Tardif, Twila; Kovelman, Ioulia

2017-01-01

How does the developing brain support the transition from spoken language to print? Two spoken language abilities form the initial base of child literacy across languages: knowledge of language sounds (phonology) and knowledge of the smallest units that carry meaning (morphology). While phonology has received much attention from the field, the brain mechanisms that support morphological competence for learning to read remain largely unknown. In the present study, young English-speaking children completed an auditory morphological awareness task behaviorally (n = 69, ages 6–12) and in fMRI (n = 16). The data revealed two findings: First, children with better morphological abilities showed greater activation in left temporo-parietal regions previously thought to be important for supporting phonological reading skills, suggesting that this region supports multiple language abilities for successful reading acquisition. Second, children showed activation in left frontal regions previously found active in young Chinese readers, suggesting morphological processes for reading acquisition might be similar across languages. These findings offer new insights for developing a comprehensive model of how spoken language abilities support children’s reading acquisition across languages. PMID:25930011

Dialect Variation and Phonological Knowledge: Phonological Representations and Metalinguistic Awareness among Beginning Readers who Speak Nonmainstream American English

ERIC Educational Resources Information Center

Terry, Nicole Patton

2014-01-01

Children's spoken nonmainstream American English (NMAE) dialect use and their knowledge about phonological representations of word pronunciations were assessed in a sample of 105 children in kindergarten through second grade. Children were given expressive and receptive tasks with dialect-sensitive stimuli. Students who produced many NMAE…

Reading, writing, and phonological processing skills of adolescents with 10 or more years of cochlear implant experience.

PubMed

Geers, Ann E; Hayes, Heather

2011-02-01

This study had three goals: (1) to document the literacy skills of deaf adolescents who received cochlear implants (CIs) as preschoolers; (2) to examine reading growth from elementary grades to high school; (3) to assess the contribution of early literacy levels and phonological processing skills, among other factors, to literacy levels in high school. A battery of reading, spelling, expository writing, and phonological processing assessments were administered to 112 high school (CI-HS) students, ages 15.5 to 18.5 yrs, who had participated in a reading assessment battery in early elementary grades (CI-E), ages 8.0 to 9.9 yrs. The CI-HS students' performance was compared with either a control group of hearing peers (N = 46) or hearing norms provided by the assessment developer. Many of the CI-HS students (47 to 66%) performed within or above the average range for hearing peers on reading tests. When compared with their CI-E performance, good early readers were also good readers in high school. Importantly, the majority of CI-HS students maintained their reading levels over time compared with hearing peers, indicating that the gap in performance was, at the very least, not widening for most students. Written expression and phonological processing tasks posed a great deal of difficulty for the CI-HS students. They were poorer spellers, poorer expository writers, and displayed poorer phonological knowledge than hearing age-mates. Phonological processing skills were a critical predictor of high school literacy skills (reading, spelling, and expository writing), accounting for 39% of variance remaining after controlling for child, family, and implant characteristics. Many children who receive CIs as preschoolers achieve age-appropriate literacy levels as adolescents. However, significant delays in spelling and written expression are evident compared with hearing peers. For children with CIs, the development of phonological processing skills is not just important for early reading skills, such as decoding, but is critical for later literacy success as well.

Phonological and Lexical Effects in Verbal Recall by Children with Specific Language Impairments

PubMed Central

Coady, Jeffry A.; Mainela-Arnold, Elina; Evans, Julia L.

2014-01-01

Background & Aims The present study examined how phonological and lexical knowledge influences memory in children with specific language impairments (SLI). Previous work showed recall advantages for typical adults and children due to word frequency and phonotactic pattern frequency and a recall disadvantage due to phonological similarity among words. While children with SLI have well documented memory difficulties, it is not clear whether these language knowledge factors also influence recall in this population. Methods & Procedures 16 children with SLI (mean age 10;2) and CAM controls recalled lists of words differing in phonological similarity, word frequency, and phonotactic pattern frequency. While previous studies used a small set of words appearing in multiple word lists, the current study used a larger set of words, without replacement, so that children could not gain practice with individual test items. Outcomes & Results All main effects were significant. Interactions revealed that children with SLI were affected by similarity, but less so than their peers, comparably affected by word frequency, and unaffected by phonotactic pattern frequency. Conclusions Results due to phonological similarity suggest that children with SLI use less efficient encoding, while results due to word frequency and phonotactic pattern frequency were mixed. Children with SLI used coarse-grained language knowledge (word frequency) comparably to peers, but were less able to use fine-grained knowledge (phonotactic pattern frequency). Paired with phonological similarity results, this suggests that children with SLI have difficulty establishing robust phonological knowledge for use in language tasks. PMID:23472955

Development of Bilingual Phonological Awareness in Spanish-Speaking English Language Learners: The Roles of Vocabulary, Letter Knowledge, and Prior Phonological Awareness

ERIC Educational Resources Information Center

Anthony, Jason L.; Solari, Emily J.; Williams, Jeffrey M.; Schoger, Kimberly D.; Zhang, Zhou; Branum-Martin, Lee; Francis, David J.

2009-01-01

Theories concerning the development of phonological awareness place special emphasis on lexical and orthographic knowledge. Given the large degree of variability in preschool classrooms that house Spanish-speaking English language learners (ELL), this study controlled for classroom effects by removing classroom means and covariances based on 158…

Contrasting contributions of phonological short-term memory and long-term knowledge to vocabulary learning in a foreign language.

PubMed

Masoura, Elvira V; Gathercole, Susan E

2005-01-01

The contributions of phonological short-term memory and existing foreign vocabulary knowledge to the learning of new words in a second language were compared in a sample of 40 Greek children studying English at school. The children's speed of learning new English words in a paired-associate learning task was strongly influenced by their current English vocabulary, but was independent of phonological memory skill, indexed by nonword repetition ability. However, phonological memory performance was closely linked to English vocabulary scores. The findings suggest that in learners with considerable familiarity with a second language, foreign vocabulary acquisition is mediated largely by use of existing knowledge representations.

The roles of long-term phonotactic and lexical prosodic knowledge in phonological short-term memory.

PubMed

Tanida, Yuki; Ueno, Taiji; Lambon Ralph, Matthew A; Saito, Satoru

2015-04-01

Many previous studies have explored and confirmed the influence of long-term phonological representations on phonological short-term memory. In most investigations, phonological effects have been explored with respect to phonotactic constraints or frequency. If interaction between long-term memory and phonological short-term memory is a generalized principle, then other phonological characteristics-that is, suprasegmental aspects of phonology-should also exert similar effects on phonological short-term memory. We explored this hypothesis through three immediate serial-recall experiments that manipulated Japanese nonwords with respect to lexical prosody (pitch-accent type, reflecting suprasegmental characteristics) as well as phonotactic frequency (reflecting segmental characteristics). The results showed that phonotactic frequency affected the retention not only of the phonemic sequences, but also of pitch-accent patterns, when participants were instructed to recall both the phoneme sequence and accent pattern of nonwords. In addition, accent pattern typicality influenced the retention of the accent pattern: Typical accent patterns were recalled more accurately than atypical ones. These results indicate that both long-term phonotactic and lexical prosodic knowledge contribute to phonological short-term memory performance.

Phonological Awareness and Speech Comprehensibility: An Exploratory Study

ERIC Educational Resources Information Center

Venkatagiri, H. S.; Levis, John M.

2007-01-01

This study examined whether differences in phonological awareness were related to differences in speech comprehensibility. Seventeen adults who learned English as a foreign language (EFL) in academic settings completed 14 tests of phonological awareness that measured their explicit knowledge of English phonological structures, and three tests of…

Knowledge of Conditional Spelling Patterns Supports Word Spelling among Danish Fifth Graders

ERIC Educational Resources Information Center

Nielsen, Anne-Mette Veber

2017-01-01

Graphotactic knowledge and word-specific orthographic knowledge have been shown to account for unique variance in concurrent spelling skills beyond phonological skills in the early school years.The present study examined whether knowledge of spelling patterns conditioned by phonological context would add to the concurrent prediction of spelling…

Prevalence of phonological disorders and phonological processes in typical and atypical phonological development.

PubMed

Ceron, Marizete Ilha; Gubiani, Marileda Barichello; Oliveira, Camila Rosa de; Gubiani, Marieli Barichello; Keske-Soares, Márcia

2017-05-08

To determine the occurrence of phonological disorders by age, gender and school type, and analyze the phonological processes observed in typical and atypical phonological development across different age groups. The sample consisted of 866 children aged between 3:0 and 8:11 years, recruited from public and private schools in the city of Santa Maria/RS. A phonological evaluation was performed to analyze the operative phonological processes. 15.26% (n = 132) of the sample presented atypical phonological acquisition (phonological disorders). Phonological impairments were more frequent in public school students across all age groups. Phonological alterations were most frequent between ages 4 -to 6, and more prevalent in males than females in all but the youngest age group. The most common phonological processes in typical phonological acquisition were: cluster reduction; nonlateral liquid deletion in coda; nonlateral liquid substitution in onset; semivocalization of lateral liquids in coda; and unstressed syllable deletion. In children with phonological disorders, the most common phonological processes were: lateral and nonlateral liquid substitution in onset position; nonlateral liquid deletion; fronting of fricatives in onset position; unstressed syllable deletion; semivocalization of nonlateral liquid in coda; and nonlateral liquid deletion in coda position. Phonological processes were highly prevalent in the present sample, and occurred more often in boys than in girls. Information regarding the type and frequency of phonological processes in both typical phonological acquisition and phonological disorders may contribute to early diagnosis and increase the efficiency of treatment planning.

Young readers' use of phonological information: phonological awareness, memory, and comprehension.

PubMed

Gray, Audra; McCutchen, Deborah

2006-01-01

In this study, we explored the relationship between beginning readers' phonological awareness and other aspects of phonological processing, specifically as manifested in short-term memory and comprehension tasks. The theoretical questions underlying the study were (a) what roles phonological processes play in children's beginning reading, from word identification through sentence comprehension, and (b) whether those roles are sufficiently related that potential difficulties at one level directly affect processing at other levels. Phonologically induced effects were observed for word-list memory and for sentence judgments for both novice readers (at the end of kindergarten) and relatively more experienced readers (end of Grades 1 and 2). For both age groups, correlational analyses revealed relationships among phonological awareness, phonological processing in list memory, and word reading. However, phonological processing in sentence comprehension was not related to other types of phonological processing. These results indicate that although phonology plays a role during comprehension, phonological processing may not be as limiting a factor in comprehension as in word reading.

Connections are not enough for membership: Letter/non-letter distinction persists through phonological association learning.

PubMed

Schmitt, Andreas; van Leeuwen, Cees; Lachmann, Thomas

2017-05-01

In compound, hierarchical stimuli (also known as Navon figures), a Global Precedence Effect (GPE) can reliably be observed for both letters and non-letters. However, when presentation conditions sufficiently resemble those of reading, the GPE for letters has occasionally been found to disappear. We corroborate this effect in a study with a large group of participants. In addition, in-between two sessions, participants were trained in associating the non-letters with either phonological or non-phonological sounds. We reasoned that learning distinctive phonological associations might be akin to the acquisition of letter knowledge. This might eliminate the GPE also for the non-letters. However, the GPE persisted for the trained non-letters in both conditions. The large number of participants in this study revealed additional effects in the letter condition, which enabled further insights in the processing dissociation between letters and non-letter shapes. Copyright © 2017. Published by Elsevier B.V.

Metalinguistic Skills and Vocabulary Knowledge in Chinese (L1) and English (L2)

ERIC Educational Resources Information Center

McBride-Chang, C.; Cheung, H.; Chow, B. W.-Y.; Chow, C. S.-L.; Choi, L.

2006-01-01

How are metalinguistic skills associated with vocabulary knowledge in languages with contrasting phonological and morphological properties? To address this question, tasks of phonological awareness and morphological awareness, other reasoning and literacy-related skills, and measures of vocabulary knowledge in Chinese and English, were…

Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School

PubMed Central

Miciak, Jeremy; Stuebing, Karla K.; Vaughn, Sharon; Roberts, Greg; Barth, Amy Elizabeth; Fletcher, Jack M.

2016-01-01

No studies have investigated the cognitive attributes of middle school students who are adequate and inadequate responders to Tier 2 reading intervention. We compared students in Grades 6 and 7 representing groups of adequate responders (n = 77) and inadequate responders who fell below criteria in (a) comprehension (n = 54); (b) fluency (n = 45); and (c) decoding, fluency, and comprehension (DFC; n = 45). These students received measures of phonological awareness, listening comprehension, rapid naming, processing speed, verbal knowledge, and nonverbal reasoning. Multivariate comparisons showed a significant Group-by-Task interaction: the comprehension-impaired group demonstrated primary difficulties with verbal knowledge and listening comprehension, the DFC group with phonological awareness, and the fluency-impaired group with phonological awareness and rapid naming. A series of regression models investigating whether responder status explained unique variation in cognitive skills yielded largely null results consistent with a continuum of severity associated with level of reading impairment, with no evidence for qualitative differences in the cognitive attributes of adequate and inadequate responders. PMID:28579668

Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School.

PubMed

Miciak, Jeremy; Stuebing, Karla K; Vaughn, Sharon; Roberts, Greg; Barth, Amy Elizabeth; Fletcher, Jack M

2014-12-01

No studies have investigated the cognitive attributes of middle school students who are adequate and inadequate responders to Tier 2 reading intervention. We compared students in Grades 6 and 7 representing groups of adequate responders ( n = 77) and inadequate responders who fell below criteria in (a) comprehension ( n = 54); (b) fluency ( n = 45); and (c) decoding, fluency, and comprehension (DFC; n = 45). These students received measures of phonological awareness, listening comprehension, rapid naming, processing speed, verbal knowledge, and nonverbal reasoning. Multivariate comparisons showed a significant Group-by-Task interaction: the comprehension-impaired group demonstrated primary difficulties with verbal knowledge and listening comprehension, the DFC group with phonological awareness, and the fluency-impaired group with phonological awareness and rapid naming. A series of regression models investigating whether responder status explained unique variation in cognitive skills yielded largely null results consistent with a continuum of severity associated with level of reading impairment, with no evidence for qualitative differences in the cognitive attributes of adequate and inadequate responders.

The development of visuo-spatial working memory.

PubMed

Pickering, S J

2001-01-01

Children's performance on tests of visuo-spatial working memory improves with age, although relatively little is known about why this happens. One explanation concerns the development of the ability to recode visually presented information into phonological form. This process appears to be used from around 8 years of age and is a major contributor to tasks in which stimuli can be verbally labelled. However, evidence suggests that phonological recoding cannot account for all of the age-related change in performance on visuo-spatial working memory tasks. In this review, four other mechanisms (knowledge, processing strategies, processing speed, and attentional capacity) are considered in terms of their contribution to children's visuo-spatial working memory development.

Perceptual recovery from consonant-cluster simplification in Korean using language-specific phonological knowledge.

PubMed

Cho, Taehong; McQueen, James M

2011-08-01

Two experiments examined whether perceptual recovery from Korean consonant-cluster simplification is based on language-specific phonological knowledge. In tri-consonantal C1C2C3 sequences such as /lkt/ and /lpt/ in Seoul Korean, either C1 or C2 can be completely deleted. Seoul Koreans monitored for C2 targets (/p/ or / k/, deleted or preserved) in the second word of a two-word phrase with an underlying /l/-C2-/t/ sequence. In Experiment 1 the target-bearing words had contextual lexical-semantic support. Listeners recovered deleted targets as fast and as accurately as preserved targets with both Word and Intonational Phrase (IP) boundaries between the two words. In Experiment 2, contexts were low-pass filtered. Listeners were still able to recover deleted targets as well as preserved targets in IP-boundary contexts, but better with physically-present targets than with deleted targets in Word-boundary contexts. This suggests that the benefit of having target acoustic-phonetic information emerges only when higher-order (contextual and phrase-boundary) information is not available. The strikingly efficient recovery of deleted phonemes with neither acoustic-phonetic cues nor contextual support demonstrates that language-specific phonological knowledge, rather than language-universal perceptual processes which rely on fine-grained phonetic details, is employed when the listener perceives the results of a continuous-speech process in which reduction is phonetically complete.

Language structures used by kindergartners with cochlear implants: relationship to phonological awareness, lexical knowledge and hearing loss.

PubMed

Nittrouer, Susan; Sansom, Emily; Low, Keri; Rice, Caitlin; Caldwell-Tarr, Amanda

2014-01-01

Listeners use their knowledge of how language is structured to aid speech recognition in everyday communication. When it comes to children with congenital hearing loss severe enough to warrant cochlear implants (CIs), the question arises of whether these children can acquire the language knowledge needed to aid speech recognition, in spite of only having spectrally degraded signals available to them. That question was addressed in the present study. Specifically, there were three goals: (1) to compare the language structures used by children with CIs to those of children with normal hearing (NH); (2) to assess the amount of variance in the language measures explained by phonological awareness and lexical knowledge; and (3) to assess the amount of variance in the language measures explained by factors related to the hearing loss itself and subsequent treatment. Language samples were obtained and transcribed for 40 children who had just completed kindergarten: 19 with NH and 21 with CIs. Five measures were derived from Systematic Analysis of Language Transcripts: (1) mean length of utterance in morphemes, (2) number of conjunctions, excluding and, (3) number of personal pronouns, (4) number of bound morphemes, and (5) number of different words. Measures were also collected on phonological awareness and lexical knowledge. Statistics examined group differences, as well as the amount of variance in the language measures explained by phonological awareness, lexical knowledge, and factors related to hearing loss and its treatment for children with CIs. Mean scores of children with CIs were roughly one standard deviation below those of children with NH on all language measures, including lexical knowledge, matching outcomes of other studies. Mean scores of children with CIs were closer to two standard deviations below those of children with NH on two out of three measures of phonological awareness (specifically those related to phonemic structure). Lexical knowledge explained significant amounts of variance on three language measures, but only one measure of phonological awareness (sensitivity to word-final phonemic structure) explained any significant amount of unique variance beyond that, and on only one language measure (number of bound morphemes). Age at first implant, but no other factors related to hearing loss or its treatment, explained significant amounts of variance on the language measures, as well. In spite of early intervention and advances in implant technology, children with CIs are still delayed in learning language, but grammatical knowledge is less affected than phonological awareness. Because there was little contribution to language development measured for phonological awareness independent of lexical knowledge, it was concluded that children with CIs could benefit from intervention focused specifically on helping them learn language structures, in spite of the likely phonological deficits they experience as a consequence of having degraded inputs.

The interface between morphology and phonology: Exploring a morpho-phonological deficit in spoken production

PubMed Central

Cohen-Goldberg, Ariel M.; Cholin, Joana; Miozzo, Michele; Rapp, Brenda

2013-01-01

Morphological and phonological processes are tightly interrelated in spoken production. During processing, morphological processes must combine the phonological content of individual morphemes to produce a phonological representation that is suitable for driving phonological processing. Further, morpheme assembly frequently causes changes in a word's phonological well-formedness that must be addressed by the phonology. We report the case of an aphasic individual (WRG) who exhibits an impairment at the morpho-phonological interface. WRG was tested on his ability to produce phonologically complex sequences (specifically, coda clusters of varying sonority) in heteromorphemic and tautomorphemic environments. WRG made phonological errors that reduced coda sonority complexity in multimorphemic words (e.g., passed→[pæstɪd]) but not in monomorphemic words (e.g., past). WRG also made similar insertion errors to repair stress clash in multimorphemic environments, confirming his sensitivity to cross-morpheme well-formedness. We propose that this pattern of performance is the result of an intact phonological grammar acting over the phonological content of morphemic representations that were weakly joined because of brain damage. WRG may constitute the first case of a morpho-phonological impairment—these results suggest that the processes that combine morphemes constitute a crucial component of morpho-phonological processing. PMID:23466641

Vocabulary learning in primary school children: working memory and long-term memory components.

PubMed

Morra, Sergio; Camba, Roberta

2009-10-01

The goal of this study was to investigate which working memory and long-term memory components predict vocabulary learning. We used a nonword learning paradigm in which 8- to 10-year-olds learned picture-nonword pairs. The nonwords varied in length (two vs. four syllables) and phonology (native sounding vs. including one Russian phoneme). Short, phonologically native nonwords were learned best, whereas learning long nonwords leveled off after a few presentation cycles. Linear structural equation analyses showed an influence of three constructs-phonological sensitivity, vocabulary knowledge, and central attentional resources (M capacity)-on nonword learning, but the extent of their contributions depended on specific characteristics of the nonwords to be learned. Phonological sensitivity predicted learning of all nonword types except short native nonwords, vocabulary predicted learning of only short native nonwords, and M capacity predicted learning of short nonwords but not long nonwords. The discussion considers three learning processes-effortful activation of phonological representations, lexical mediation, and passive associative learning-that use different cognitive resources and could be involved in learning different nonword types.

Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning.

PubMed

Adlof, Suzanne M; Patten, Hannah

2017-03-01

This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Fifty children, with a mean age of 8 years (range 5-12 years), completed experimental assessments of word learning and norm-referenced assessments of receptive and expressive vocabulary knowledge and nonword repetition skills. Hierarchical multiple regression analyses examined the variance in word learning that was explained by vocabulary knowledge and nonword repetition after controlling for chronological age. Together with chronological age, nonword repetition and vocabulary knowledge explained up to 44% of the variance in children's word learning. Nonword repetition was the stronger predictor of phonological recall, phonological recognition, and semantic recognition, whereas vocabulary knowledge was the stronger predictor of verbal semantic recall. These findings extend the results of past studies indicating that both nonword repetition skill and existing vocabulary knowledge are important for new word learning, but the relative influence of each predictor depends on the way word learning is measured. Suggestions for further research involving typically developing children and children with language or reading impairments are discussed.

Phonemic Awareness versus Meaning Instruction in Beginning Reading: A Discussion.

ERIC Educational Resources Information Center

Partridge, Susan

Two Schools of thought prominent in reading instruction are: (1) that reading is a language-based skill which requires the reader to have a sound knowledge of phonology and that this knowledge must be at an automatic level of information processing; and (2) that reading problems are the result of being overly attentive to phonetic and orthographic…

Extracting Phonological Patterns for L2 Word Learning: The Effect of Poor Phonological Awareness

ERIC Educational Resources Information Center

Hu, Chieh-Fang

2014-01-01

An implicit word learning paradigm was designed to test the hypothesis that children who came to the task of L2 vocabulary acquisition with poorer L1 phonological awareness (PA) are less capable of extracting phonological patterns from L2 and thus have difficulties capitalizing on this knowledge to support L2 vocabulary learning. A group of…

Dyslexia in Adults: Evidence for Deficits in Non-Word Reading and in the Phonological Representation of Lexical Items.

ERIC Educational Resources Information Center

Elbro, Carsten; And Others

1994-01-01

Compared to controls, adults (n=102) who reported a history of difficulties in learning to read were disabled in phonological coding, but less disabled in reading comprehension. Adults with poor phonological coding skills had basic deficits in phonological representations of spoken words, even when semantic word knowledge, phonemic awareness,…

Letter Names, Letter Sounds and Phonological Awareness: An Examination of Kindergarten Children across Letters and of Letters across Children

ERIC Educational Resources Information Center

Evans, Mary Ann; Bell, Michelle; Shaw, Deborah; Moretti, Shelley; Page, Jodi

2006-01-01

In this study 149 kindergarten children were assessed for knowledge of letter names and letter sounds, phonological awareness, and cognitive abilities. Through this it examined child and letter characteristics influencing the acquisition of alphabetic knowledge in a naturalistic context, the relationship between letter-sound knowledge and…

Children with Down Syndrome Use Phonological Knowledge in Reading.

ERIC Educational Resources Information Center

Gombert, Jean-Emile

2002-01-01

Discusses an experiment that links phonological awareness and reading performance in children with Down syndrome. Examines the results within the framework of the author's metalinguistic development theory in which alphabet reading is a pacemaker for the development of explicit phonological awareness. (PM)

The Structure of Phonological Processing and Its Relationship to Basic Reading

ERIC Educational Resources Information Center

Nelson, Jason M.; Lindstrom, Jennifer H.; Lindstrom, Will; Denis, Daniel

2012-01-01

We investigated various structural models of phonological processing and the relationship of phonological processing abilities to basic reading. Data were collected on 116 kindergarten and first grade students. The specific ability model, which included phonological awareness, phonological memory, and rapid automatized naming as separate…

Growth in literacy, cognition, and working memory in English language learners.

PubMed

Lee Swanson, H; Orosco, Michael J; Lussier, Catherine M

2015-04-01

This cohort sequential study explored the components of working memory that underlie English reading and language acquisition in elementary school children whose first language is Spanish. To this end, children (N=410) in Grades 1, 2, and 3 at Wave 1 were administered a battery of cognitive (short-term memory [STM], working memory [WM], rapid naming, phonological processing, and random letter and number generation), vocabulary, and reading measures in both Spanish and English. These same measures were administered 1 and 2 years later. The results showed that (a) a three-factor structure (phonological STM, visual-spatial WM, and verbal WM) captured the data within both language systems, (b) growth in both the executive and STM storage components was uniquely related to growth in second language (L2) reading and language acquisition, and (c) the contribution of growth in the executive component of WM to growth in L2 processing was independent of growth in storage, phonological knowledge, inhibition, and rapid naming speed. The results suggested that growth in the phonological storage system does not supersede growth of the executive component of WM as a major contributor to growth in children's L2 reading and language. Copyright © 2015 Elsevier Inc. All rights reserved.

Verbal Working Memory in Children With Cochlear Implants

PubMed Central

Caldwell-Tarr, Amanda; Low, Keri E.; Lowenstein, Joanna H.

2017-01-01

Purpose Verbal working memory in children with cochlear implants and children with normal hearing was examined. Participants Ninety-three fourth graders (47 with normal hearing, 46 with cochlear implants) participated, all of whom were in a longitudinal study and had working memory assessed 2 years earlier. Method A dual-component model of working memory was adopted, and a serial recall task measured storage and processing. Potential predictor variables were phonological awareness, vocabulary knowledge, nonverbal IQ, and several treatment variables. Potential dependent functions were literacy, expressive language, and speech-in-noise recognition. Results Children with cochlear implants showed deficits in storage and processing, similar in size to those at second grade. Predictors of verbal working memory differed across groups: Phonological awareness explained the most variance in children with normal hearing; vocabulary explained the most variance in children with cochlear implants. Treatment variables explained little of the variance. Where potentially dependent functions were concerned, verbal working memory accounted for little variance once the variance explained by other predictors was removed. Conclusions The verbal working memory deficits of children with cochlear implants arise due to signal degradation, which limits their abilities to acquire phonological awareness. That hinders their abilities to store items using a phonological code. PMID:29075747

Language skills and nonverbal cognitive processes associated with reading comprehension in deaf children.

PubMed

Daza, María Teresa; Phillips-Silver, Jessica; Ruiz-Cuadra, María del Mar; López-López, Francisco

2014-12-01

The main aim of this study was to examine the relationship between language skills (vocabulary knowledge and phonological awareness), nonverbal cognitive processes (attention, memory and executive functions) and reading comprehension in deaf children. Participants were thirty prelingually deaf children (10.7 ± 1.6 years old; 18 boys, 12 girls), who were classified as either good readers or poor readers by their scores on two reading comprehension tasks. The children were administered a rhyme judgment task and seven computerized neuropsychological tasks specifically designed and adapted for deaf children to evaluate vocabulary knowledge, attention, memory and executive functions in deaf children. A correlational approach was also used to assess the association between variables. Although the two groups did not show differences in phonological awareness, good readers showed better vocabulary and performed significantly better than poor readers on attention, memory and executive functions measures. Significant correlations were found between better scores in reading comprehension and better scores on tasks of vocabulary and non-verbal cognitive processes. The results suggest that in deaf children, vocabulary knowledge and nonverbal cognitive processes such as selective attention, visuo-spatial memory, abstract reasoning and sequential processing may be especially relevant for the development of reading comprehension. Copyright © 2014 Elsevier Ltd. All rights reserved.

Sound to Language: Different Cortical Processing for First and Second Languages in Elementary School Children as Revealed by a Large-Scale Study Using fNIRS

PubMed Central

Ojima, Shiro; Matsuba-Kurita, Hiroko; Dan, Ippeita; Tsuzuki, Daisuke; Katura, Takusige; Hagiwara, Hiroko

2011-01-01

A large-scale study of 484 elementary school children (6–10 years) performing word repetition tasks in their native language (L1-Japanese) and a second language (L2-English) was conducted using functional near-infrared spectroscopy. Three factors presumably associated with cortical activation, language (L1/L2), word frequency (high/low), and hemisphere (left/right), were investigated. L1 words elicited significantly greater brain activation than L2 words, regardless of semantic knowledge, particularly in the superior/middle temporal and inferior parietal regions (angular/supramarginal gyri). The greater L1-elicited activation in these regions suggests that they are phonological loci, reflecting processes tuned to the phonology of the native language, while phonologically unfamiliar L2 words were processed like nonword auditory stimuli. The activation was bilateral in the auditory and superior/middle temporal regions. Hemispheric asymmetry was observed in the inferior frontal region (right dominant), and in the inferior parietal region with interactions: low-frequency words elicited more right-hemispheric activation (particularly in the supramarginal gyrus), while high-frequency words elicited more left-hemispheric activation (particularly in the angular gyrus). The present results reveal the strong involvement of a bilateral language network in children’s brains depending more on right-hemispheric processing while acquiring unfamiliar/low-frequency words. A right-to-left shift in laterality should occur in the inferior parietal region, as lexical knowledge increases irrespective of language. PMID:21350046

Sound to language: different cortical processing for first and second languages in elementary school children as revealed by a large-scale study using fNIRS.

PubMed

Sugiura, Lisa; Ojima, Shiro; Matsuba-Kurita, Hiroko; Dan, Ippeita; Tsuzuki, Daisuke; Katura, Takusige; Hagiwara, Hiroko

2011-10-01

A large-scale study of 484 elementary school children (6-10 years) performing word repetition tasks in their native language (L1-Japanese) and a second language (L2-English) was conducted using functional near-infrared spectroscopy. Three factors presumably associated with cortical activation, language (L1/L2), word frequency (high/low), and hemisphere (left/right), were investigated. L1 words elicited significantly greater brain activation than L2 words, regardless of semantic knowledge, particularly in the superior/middle temporal and inferior parietal regions (angular/supramarginal gyri). The greater L1-elicited activation in these regions suggests that they are phonological loci, reflecting processes tuned to the phonology of the native language, while phonologically unfamiliar L2 words were processed like nonword auditory stimuli. The activation was bilateral in the auditory and superior/middle temporal regions. Hemispheric asymmetry was observed in the inferior frontal region (right dominant), and in the inferior parietal region with interactions: low-frequency words elicited more right-hemispheric activation (particularly in the supramarginal gyrus), while high-frequency words elicited more left-hemispheric activation (particularly in the angular gyrus). The present results reveal the strong involvement of a bilateral language network in children's brains depending more on right-hemispheric processing while acquiring unfamiliar/low-frequency words. A right-to-left shift in laterality should occur in the inferior parietal region, as lexical knowledge increases irrespective of language.

Sentence Comprehension in Children with Specific Language Impairment: Effects of Input Rate and Phonological Working Memory

ERIC Educational Resources Information Center

Montgomery, James W.

2004-01-01

Many children with specific language impairment (SLI) exhibit sentence comprehension difficulties. In some instances, these difficulties appear to be related to poor linguistic knowledge and, in other instances, to inferior general processing abilities. Two processing deficiencies evidenced by these children include reduced linguistic processing…

Processing of acoustic and phonological information of lexical tones in Mandarin Chinese revealed by mismatch negativity.

PubMed

Yu, Keke; Wang, Ruiming; Li, Li; Li, Ping

2014-01-01

The accurate perception of lexical tones in tonal languages involves the processing of both acoustic information and phonological information carried by the tonal signal. In this study we evaluated the relative role of the two types of information in native Chinese speaker's processing of tones at a preattentive stage with event-related potentials (ERPs), particularly the mismatch negativity (MNN). Specifically, we distinguished the acoustic from the phonological information by manipulating phonological category and acoustic interval of the stimulus materials. We found a significant main effect of phonological category for the peak latency of MMN, but a main effect of both phonological category and acoustic interval for the mean amplitude of MMN. The results indicated that the two types of information, acoustic and phonological, play different roles in the processing of Chinese lexical tones: acoustic information only impacts the extent of tonal processing, while phonological information affects both the extent and the time course of tonal processing. Implications of these findings are discussed in light of neurocognitive processes of phonological processing.

Long-Term Phonological Knowledge Supports Serial Ordering in Working Memory

ERIC Educational Resources Information Center

Nakayama, Masataka; Tanida, Yuki; Saito, Satoru

2015-01-01

Serial ordering mechanisms have been investigated extensively in psychology and psycholinguistics. It has also been demonstrated repeatedly that long-term phonological knowledge contributes to serial ordering. However, the mechanisms that contribute to serial ordering have yet to be fully understood. To understand these mechanisms, we demonstrate…

Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning

PubMed Central

Patten, Hannah

2017-01-01

Purpose This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Method Fifty children, with a mean age of 8 years (range 5–12 years), completed experimental assessments of word learning and norm-referenced assessments of receptive and expressive vocabulary knowledge and nonword repetition skills. Hierarchical multiple regression analyses examined the variance in word learning that was explained by vocabulary knowledge and nonword repetition after controlling for chronological age. Results Together with chronological age, nonword repetition and vocabulary knowledge explained up to 44% of the variance in children's word learning. Nonword repetition was the stronger predictor of phonological recall, phonological recognition, and semantic recognition, whereas vocabulary knowledge was the stronger predictor of verbal semantic recall. Conclusions These findings extend the results of past studies indicating that both nonword repetition skill and existing vocabulary knowledge are important for new word learning, but the relative influence of each predictor depends on the way word learning is measured. Suggestions for further research involving typically developing children and children with language or reading impairments are discussed. PMID:28241284

Enhancing Phonological Awareness and Letter Knowledge in Preschool Children with Down Syndrome

ERIC Educational Resources Information Center

van Bysterveldt, Anne K.; Gillon, Gail T.; Moran, Catherine

2006-01-01

This study investigated the effectiveness of a phonological awareness intervention for 4-year-old children with Down syndrome. Seven children with Down syndrome who attended an early intervention centre participated in the intervention. Their performance on measures of phonological awareness (initial phoneme identity), letter name and sound…

Spelling in Adults: The Combined Influences of Language Skills and Reading Experience

ERIC Educational Resources Information Center

Burt, Jennifer S.

2006-01-01

One hundred and twelve university students completed 7 tests assessing word-reading accuracy, print exposure, phonological sensitivity, phonological coding and knowledge of English morphology as predictors of spelling accuracy. Together the tests accounted for 71% of the variance in spelling, with phonological skills and morphological knowledge…

Raspberry, not a car: context predictability and a phonological advantage in early and late learners’ processing of speech in noise

PubMed Central

Gor, Kira

2014-01-01

Second language learners perform worse than native speakers under adverse listening conditions, such as speech in noise (SPIN). No data are available on heritage language speakers’ (early naturalistic interrupted learners’) ability to perceive SPIN. The current study fills this gap and investigates the perception of Russian speech in multi-talker babble noise by the matched groups of high- and low-proficiency heritage speakers (HSs) and late second language learners of Russian who were native speakers of English. The study includes a control group of Russian native speakers. It manipulates the noise level (high and low), and context cloze probability (high and low). The results of the SPIN task are compared to the tasks testing the control of phonology, AXB discrimination and picture-word discrimination, and lexical knowledge, a word translation task, in the same participants. The increased phonological sensitivity of HSs interacted with their ability to rely on top–down processing in sentence integration, use contextual cues, and build expectancies in the high-noise/high-context condition in a bootstrapping fashion. HSs outperformed oral proficiency-matched late second language learners on SPIN task and two tests of phonological sensitivity. The outcomes of the SPIN experiment support both the early naturalistic advantage and the role of proficiency in HSs. HSs’ ability to take advantage of the high-predictability context in the high-noise condition was mitigated by their level of proficiency. Only high-proficiency HSs, but not any other non-native group, took advantage of the high-predictability context that became available with better phonological processing skills in high-noise. The study thus confirms high-proficiency (but not low-proficiency) HSs’ nativelike ability to combine bottom–up and top–down cues in processing SPIN. PMID:25566130

Investigating the role of visual and auditory search in reading and developmental dyslexia

PubMed Central

Lallier, Marie; Donnadieu, Sophie; Valdois, Sylviane

2013-01-01

It has been suggested that auditory and visual sequential processing deficits contribute to phonological disorders in developmental dyslexia. As an alternative explanation to a phonological deficit as the proximal cause for reading disorders, the visual attention span hypothesis (VA Span) suggests that difficulties in processing visual elements simultaneously lead to dyslexia, regardless of the presence of a phonological disorder. In this study, we assessed whether deficits in processing simultaneously displayed visual or auditory elements is linked to dyslexia associated with a VA Span impairment. Sixteen children with developmental dyslexia and 16 age-matched skilled readers were assessed on visual and auditory search tasks. Participants were asked to detect a target presented simultaneously with 3, 9, or 15 distracters. In the visual modality, target detection was slower in the dyslexic children than in the control group on a “serial” search condition only: the intercepts (but not the slopes) of the search functions were higher in the dyslexic group than in the control group. In the auditory modality, although no group difference was observed, search performance was influenced by the number of distracters in the control group only. Within the dyslexic group, not only poor visual search (high reaction times and intercepts) but also low auditory search performance (d′) strongly correlated with poor irregular word reading accuracy. Moreover, both visual and auditory search performance was associated with the VA Span abilities of dyslexic participants but not with their phonological skills. The present data suggests that some visual mechanisms engaged in “serial” search contribute to reading and orthographic knowledge via VA Span skills regardless of phonological skills. The present results further open the question of the role of auditory simultaneous processing in reading as well as its link with VA Span skills. PMID:24093014

Investigating the role of visual and auditory search in reading and developmental dyslexia.

PubMed

Lallier, Marie; Donnadieu, Sophie; Valdois, Sylviane

2013-01-01

It has been suggested that auditory and visual sequential processing deficits contribute to phonological disorders in developmental dyslexia. As an alternative explanation to a phonological deficit as the proximal cause for reading disorders, the visual attention span hypothesis (VA Span) suggests that difficulties in processing visual elements simultaneously lead to dyslexia, regardless of the presence of a phonological disorder. In this study, we assessed whether deficits in processing simultaneously displayed visual or auditory elements is linked to dyslexia associated with a VA Span impairment. Sixteen children with developmental dyslexia and 16 age-matched skilled readers were assessed on visual and auditory search tasks. Participants were asked to detect a target presented simultaneously with 3, 9, or 15 distracters. In the visual modality, target detection was slower in the dyslexic children than in the control group on a "serial" search condition only: the intercepts (but not the slopes) of the search functions were higher in the dyslexic group than in the control group. In the auditory modality, although no group difference was observed, search performance was influenced by the number of distracters in the control group only. Within the dyslexic group, not only poor visual search (high reaction times and intercepts) but also low auditory search performance (d') strongly correlated with poor irregular word reading accuracy. Moreover, both visual and auditory search performance was associated with the VA Span abilities of dyslexic participants but not with their phonological skills. The present data suggests that some visual mechanisms engaged in "serial" search contribute to reading and orthographic knowledge via VA Span skills regardless of phonological skills. The present results further open the question of the role of auditory simultaneous processing in reading as well as its link with VA Span skills.

Raspberry, not a car: context predictability and a phonological advantage in early and late learners' processing of speech in noise.

PubMed

Gor, Kira

2014-01-01

Second language learners perform worse than native speakers under adverse listening conditions, such as speech in noise (SPIN). No data are available on heritage language speakers' (early naturalistic interrupted learners') ability to perceive SPIN. The current study fills this gap and investigates the perception of Russian speech in multi-talker babble noise by the matched groups of high- and low-proficiency heritage speakers (HSs) and late second language learners of Russian who were native speakers of English. The study includes a control group of Russian native speakers. It manipulates the noise level (high and low), and context cloze probability (high and low). The results of the SPIN task are compared to the tasks testing the control of phonology, AXB discrimination and picture-word discrimination, and lexical knowledge, a word translation task, in the same participants. The increased phonological sensitivity of HSs interacted with their ability to rely on top-down processing in sentence integration, use contextual cues, and build expectancies in the high-noise/high-context condition in a bootstrapping fashion. HSs outperformed oral proficiency-matched late second language learners on SPIN task and two tests of phonological sensitivity. The outcomes of the SPIN experiment support both the early naturalistic advantage and the role of proficiency in HSs. HSs' ability to take advantage of the high-predictability context in the high-noise condition was mitigated by their level of proficiency. Only high-proficiency HSs, but not any other non-native group, took advantage of the high-predictability context that became available with better phonological processing skills in high-noise. The study thus confirms high-proficiency (but not low-proficiency) HSs' nativelike ability to combine bottom-up and top-down cues in processing SPIN.

Planning Literacy Environments for Diverse Preschoolers

ERIC Educational Resources Information Center

Dennis, Lindsay R.; Lynch, Sharon A.; Stockall, Nancy

2012-01-01

"Emergent literacy" is defined as the developmental process beginning at birth in which children acquire the foundation for reading and writing, including language, listening comprehension, concepts of print, alphabetic knowledge, and phonological awareness. The environment within which emergent literacy skills develop is also an important…

Differential Phonological and Semantic Modulation of Neurophysiological Responses to Visual Word Recognition.

PubMed

Drakesmith, Mark; El-Deredy, Wael; Welbourne, Stephen

2015-01-01

Reading words for meaning relies on orthographic, phonological and semantic processing. The triangle model implicates a direct orthography-to-semantics pathway and a phonologically mediated orthography-to-semantics pathway, which interact with each other. The temporal evolution of processing in these routes is not well understood, although theoretical evidence predicts early phonological processing followed by interactive phonological and semantic processing. This study used electroencephalography-event-related potential (ERP) analysis and magnetoencephalography (MEG) source localisation to identify temporal markers and the corresponding neural generators of these processes in early (∼200 ms) and late (∼400 ms) neurophysiological responses to visual words, pseudowords and consonant strings. ERP showed an effect of phonology but not semantics in both time windows, although at ∼400 ms there was an effect of stimulus familiarity. Phonological processing at ~200 ms was localised to the left occipitotemporal cortex and the inferior frontal gyrus. At 400 ms, there was continued phonological processing in the inferior frontal gyrus and additional semantic processing in the anterior temporal cortex. There was also an area in the left temporoparietal junction which was implicated in both phonological and semantic processing. In ERP, the semantic response at ∼400 ms appeared to be masked by concurrent processes relating to familiarity, while MEG successfully differentiated these processes. The results support the prediction of early phonological processing followed by an interaction of phonological and semantic processing during word recognition. Neuroanatomical loci of these processes are consistent with previous neuropsychological and functional magnetic resonance imaging studies. The results also have implications for the classical interpretation of N400-like responses as markers for semantic processing.

Phonological Skills and Learning to Read. Psychology Press & Routledge Classic Editions

ERIC Educational Resources Information Center

Goswami, Usha; Bryant, Peter

2016-01-01

In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children's reading and spelling development: (1) pre­school phonological knowledge of rhyme and…

The Tug of War between Phonological, Semantic and Shape Information in Language-Mediated Visual Search

ERIC Educational Resources Information Center

Huettig, Falk; McQueen, James M.

2007-01-01

Experiments 1 and 2 examined the time-course of retrieval of phonological, visual-shape and semantic knowledge as Dutch participants listened to sentences and looked at displays of four pictures. Given a sentence with "beker," "beaker," for example, the display contained phonological (a beaver, "bever"), shape (a…

Development of Word Reading Fluency and Spelling in a Consistent Orthography: An 8-Year Follow-Up

ERIC Educational Resources Information Center

Landerl, Karin; Wimmer, Heinz

2008-01-01

In a longitudinal study, development of word reading fluency and spelling were followed for almost 8 years. In a group of 115 students (65 girls, 50 boys) acquiring the phonologically transparent German orthography, prediction measures (letter knowledge, phonological short-term memory, phonological awareness, rapid automatized naming, and…

The Importance of Letter Knowledge in the Relationship between Phonological Awareness and Reading

ERIC Educational Resources Information Center

Blaiklock, Ken E.

2004-01-01

Previous correlational and experimental research has found a positive association between phonological awareness and reading skills. This paper provides an overview of studies in this area and shows that many studies have neglected to control for extraneous variables such as ability, phonological memory, pre-existing reading skills and letter…

Crossover of Phonological Processing Skills: A Study of Spanish-Speaking Students in Two Instructional Settings

ERIC Educational Resources Information Center

Leafstedt, Jill M.; Gerber, Michael M.

2005-01-01

This study investigated three questions: Do phonological processes show cross-linguistic transfer? How does the language of instruction influence the relationship between phonological processes and decoding? Does performance on Spanish and English phonological processing tasks similarly predict English decoding for the same English learners (ELs)?…

Phonology without semantics? Good enough for verbal short-term memory. Evidence from a patient with semantic dementia.

PubMed

Papagno, Costanza; Vernice, Mirta; Cecchetto, Carlo

2013-03-01

There is considerable evidence that long-term knowledge has an influence on short-term memory (STM) performance. This reflects the activation of long-term representations involved in perceiving and comprehending spoken language. Still, this type of long-term knowledge might be of two different kinds. STM performance might be facilitated by information about the meaning of the word, or, alternatively, by familiarity with its phonological form. We investigated these two alternatives by assessing word span in MC, a patient with semantic dementia. Four different lists of words were used: known words, words whose phonological form was known by the patient although she could not report its meaning, words that the patient did not recognize as words and judged as nonwords, nonwords. The patient's performance was compared to that of six matched controls. MC did not differ from controls in the first two types of lists and performed at the same level with both, while for words whose phonological form was unknown (and therefore not recognized as words) her performance was comparable to that with nonwords; also, with this type of item, she produced significantly more phonemic substitutions than controls. The results show that long-term knowledge facilitates immediate serial recall. However, this facilitation is due to familiarity with phonological representations rather than to knowledge of meaning. Copyright © 2012 Elsevier Ltd. All rights reserved.

Improving Teacher Candidates' Knowledge of Phonological Awareness: A Multimedia Approach

ERIC Educational Resources Information Center

Kennedy, Michael J.; Driver, Melissa K.; Pullen, Paige C.; Ely, Emily; Cole, Mira T.

2013-01-01

Knowledge of phonological awareness (PA) and how to teach students to develop PA is an important component of teacher preparation given its role in learning to read. We believe multimedia can play a key role in improving how educators acquire, master, and prepare to implement evidence-based reading instruction in any nation. One multimedia-based…

Orthographic Influences, Vocabulary Development, and Phonological Awareness in Deaf Children Who Use Cochlear Implants

ERIC Educational Resources Information Center

James, Deborah; Rajput, Kaukab; Brinton, Julie; Goswami, Usha

2009-01-01

In the current study, we explore the influence of orthographic knowledge on phonological awareness in children with cochlear implants and compare developmental associations to those found for hearing children matched for word reading level or chronological age. We show an influence of orthographic knowledge on syllable and phoneme awareness in…

Enhancing Phonological Awareness and Orthographic Knowledge of Preservice Teachers: An Intervention through Online Coursework

ERIC Educational Resources Information Center

Westerveld, Marleen F.; Barton, Georgina M.

2017-01-01

The teaching of reading is a core priority across the education sector. In an attempt to better prepare our next generation of professional teachers of reading, academic staff at an Australian university implemented coursework changes that were designed to enhance the phonological awareness and orthographic knowledge of first-year preservice…

Phonological and semantic processing during comprehension in Wernicke's aphasia: An N400 and Phonological Mapping Negativity Study.

PubMed

Robson, Holly; Pilkington, Emma; Evans, Louise; DeLuca, Vincent; Keidel, James L

2017-06-01

Comprehension impairments in Wernicke's aphasia are thought to result from a combination of impaired phonological and semantic processes. However, the relationship between these cognitive processes and language comprehension has only been inferred through offline neuropsychological tasks. This study used ERPs to investigate phonological and semantic processing during online single word comprehension. EEG was recorded in a group of Wernicke's aphasia n=8 and control participants n=10 while performing a word-picture verification task. The N400 and Phonological Mapping Negativity/Phonological Mismatch Negativity (PMN) event-related potential components were investigated as an index of semantic and phonological processing, respectively. Individuals with Wernicke's aphasia displayed reduced and inconsistent N400 and PMN effects in comparison to control participants. Reduced N400 effects in the WA group were simulated in the control group by artificially degrading speech perception. Correlation analyses in the Wernicke's aphasia group found that PMN but not N400 amplitude was associated with behavioural word-picture verification performance. The results confirm impairments at both phonological and semantic stages of comprehension in Wernicke's aphasia. However, reduced N400 responses in Wernicke's aphasia are at least partially attributable to earlier phonological processing impairments. The results provide further support for the traditional model of Wernicke's aphasia which claims a causative link between phonological processing and language comprehension impairments. Copyright © 2017 Elsevier Ltd. All rights reserved.

Why Does Rapid Naming Predict Chinese Word Reading?

ERIC Educational Resources Information Center

Shum, Kathy Kar-man; Au, Terry Kit-fong

2017-01-01

Rapid automatized naming (RAN) robustly predicts early reading abilities across languages, but its underlying mechanism remains unclear. This study found that RAN associated significantly with processing speed but not with phonological awareness or orthographic knowledge in 89 Hong Kong Chinese second-graders. RAN overlaps more with processing…

Mapping the reading circuitry for skilled deaf readers: an fMRI study of semantic and phonological processing.

PubMed

Emmorey, Karen; Weisberg, Jill; McCullough, Stephen; Petrich, Jennifer A F

2013-08-01

We examined word-level reading circuits in skilled deaf readers whose primary language is American Sign Language, and hearing readers matched for reading ability (college level). During fMRI scanning, participants performed a semantic decision (concrete concept?), a phonological decision (two syllables?), and a false-font control task (string underlined?). The groups performed equally well on the semantic task, but hearing readers performed better on the phonological task. Semantic processing engaged similar left frontotemporal language circuits in deaf and hearing readers. However, phonological processing elicited increased neural activity in deaf, relative to hearing readers, in the left precentral gyrus, suggesting greater reliance on articulatory phonological codes, and in bilateral parietal cortex, suggesting increased phonological processing effort. Deaf readers also showed stronger anterior-posterior functional segregation between semantic and phonological processes in left inferior prefrontal cortex. Finally, weaker phonological decoding ability did not alter activation in the visual word form area for deaf readers. Copyright © 2013 Elsevier Inc. All rights reserved.

Impaired letter-string processing in developmental dyslexia: what visual-to-phonology code mapping disorder?

PubMed

Valdois, Sylviane; Lassus-Sangosse, Delphine; Lobier, Muriel

2012-05-01

Poor parallel letter-string processing in developmental dyslexia was taken as evidence of poor visual attention (VA) span, that is, a limitation of visual attentional resources that affects multi-character processing. However, the use of letter stimuli in oral report tasks was challenged on its capacity to highlight a VA span disorder. In particular, report of poor letter/digit-string processing but preserved symbol-string processing was viewed as evidence of poor visual-to-phonology code mapping, in line with the phonological theory of developmental dyslexia. We assessed here the visual-to-phonological-code mapping disorder hypothesis. In Experiment 1, letter-string, digit-string and colour-string processing was assessed to disentangle a phonological versus visual familiarity account of the letter/digit versus symbol dissociation. Against a visual-to-phonological-code mapping disorder but in support of a familiarity account, results showed poor letter/digit-string processing but preserved colour-string processing in dyslexic children. In Experiment 2, two tasks of letter-string report were used, one of which was performed simultaneously to a high-taxing phonological task. Results show that dyslexic children are similarly impaired in letter-string report whether a concurrent phonological task is simultaneously performed or not. Taken together, these results provide strong evidence against a phonological account of poor letter-string processing in developmental dyslexia. Copyright © 2012 John Wiley & Sons, Ltd.

Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia.

PubMed

Kovelman, Ioulia; Norton, Elizabeth S; Christodoulou, Joanna A; Gaab, Nadine; Lieberman, Daniel A; Triantafyllou, Christina; Wolf, Maryanne; Whitfield-Gabrieli, Susan; Gabrieli, John D E

2012-04-01

Phonological awareness, knowledge that speech is composed of syllables and phonemes, is critical for learning to read. Phonological awareness precedes and predicts successful transition from language to literacy, and weakness in phonological awareness is a leading cause of dyslexia, but the brain basis of phonological awareness for spoken language in children is unknown. We used functional magnetic resonance imaging to identify the neural correlates of phonological awareness using an auditory word-rhyming task in children who were typical readers or who had dyslexia (ages 7-13) and a younger group of kindergarteners (ages 5-6). Typically developing children, but not children with dyslexia, recruited left dorsolateral prefrontal cortex (DLPFC) when making explicit phonological judgments. Kindergarteners, who were matched to the older children with dyslexia on standardized tests of phonological awareness, also recruited left DLPFC. Left DLPFC may play a critical role in the development of phonological awareness for spoken language critical for reading and in the etiology of dyslexia.

Language and Short-Term Memory: The Role of Perceptual-Motor Affordance

PubMed Central

2014-01-01

The advantage for real words over nonwords in serial recall—the lexicality effect—is typically attributed to support for item-level phonology, either via redintegration, whereby partially degraded short-term traces are “cleaned up” via support from long-term representations of the phonological material or via the more robust temporary activation of long-term lexical phonological knowledge that derives from its combination with established lexical and semantic levels of representation. The much smaller effect of lexicality in serial recognition, where the items are re-presented in the recognition cue, is attributed either to the minimal role for redintegration from long-term memory or to the minimal role for item memory itself in such retrieval conditions. We show that the reduced lexicality effect in serial recognition is not a function of the retrieval conditions, but rather because previous demonstrations have used auditory presentation, and we demonstrate a robust lexicality effect for visual serial recognition in a setting where auditory presentation produces no such effect. Furthermore, this effect is abolished under conditions of articulatory suppression. We argue that linguistic knowledge affects the readiness with which verbal material is segmentally recoded via speech motor processes that support rehearsal and therefore affects tasks that involve recoding. On the other hand, auditory perceptual organization affords sequence matching in the absence of such a requirement for segmental recoding and therefore does not show such effects of linguistic knowledge. PMID:24797440

Language and short-term memory: the role of perceptual-motor affordance.

PubMed

Macken, Bill; Taylor, John C; Jones, Dylan M

2014-09-01

The advantage for real words over nonwords in serial recall--the lexicality effect--is typically attributed to support for item-level phonology, either via redintegration, whereby partially degraded short-term traces are "cleaned up" via support from long-term representations of the phonological material or via the more robust temporary activation of long-term lexical phonological knowledge that derives from its combination with established lexical and semantic levels of representation. The much smaller effect of lexicality in serial recognition, where the items are re-presented in the recognition cue, is attributed either to the minimal role for redintegration from long-term memory or to the minimal role for item memory itself in such retrieval conditions. We show that the reduced lexicality effect in serial recognition is not a function of the retrieval conditions, but rather because previous demonstrations have used auditory presentation, and we demonstrate a robust lexicality effect for visual serial recognition in a setting where auditory presentation produces no such effect. Furthermore, this effect is abolished under conditions of articulatory suppression. We argue that linguistic knowledge affects the readiness with which verbal material is segmentally recoded via speech motor processes that support rehearsal and therefore affects tasks that involve recoding. On the other hand, auditory perceptual organization affords sequence matching in the absence of such a requirement for segmental recoding and therefore does not show such effects of linguistic knowledge.

Phonological Representations and Early Literacy in Chinese

ERIC Educational Resources Information Center

Kidd, Joanna C.; Shum, Kathy Kar-Man; Ho, Connie Suk-Han; Au, Terry Kit-fong

2015-01-01

Phonological processing skills predict early reading development, but what underlies developing phonological processing skills? Phonological representations of 140 native Cantonese-speaking Chinese children (age 4-10) were assessed with speech gating, mispronunciation detection, and nonword repetition tasks; their nonverbal IQ, reading, and…

Lexical Learning in Bilingual Adults: The Relative Importance of Short-Term Memory for Serial Order and Phonological Knowledge

ERIC Educational Resources Information Center

Majerus, Steve; Poncelet, Martine; Van der Linden, Martial; Weekes, Brendan S.

2008-01-01

Studies of monolingual speakers have shown a strong association between lexical learning and short-term memory (STM) capacity, especially STM for serial order information. At the same time, studies of bilingual speakers suggest that phonological knowledge is the main factor that drives lexical learning. This study tested these two hypotheses…

Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning

ERIC Educational Resources Information Center

Adlof, Suzanne M.; Patten, Hannah

2017-01-01

Purpose: This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Method: Fifty children, with a mean age of 8 years (range 5-12…

Invented spelling in kindergarten as a predictor of reading and spelling in Grade 1: A new pathway to literacy, or just the same road, less known?

PubMed

Ouellette, Gene; Sénéchal, Monique

2017-01-01

In this study we evaluated whether the sophistication of children's invented spellings in kindergarten was predictive of subsequent reading and spelling in Grade 1, while also considering the influence of well-known precursors. Children in their first year of schooling (mean age = 66 months; N = 171) were assessed on measures of oral vocabulary, alphabetic knowledge, phonological awareness, word reading and invented spelling; approximately 1 year later they were assessed on multiple measures of reading and spelling. Path modeling was pursued to evaluate a hypothesized unique, causal role of invented spelling in subsequent literacy outcomes. Results supported a model in which invented spelling contributed directly to concurrent reading along with alphabetic knowledge and phonological awareness. Longitudinally, invented spelling influenced subsequent reading, along with alphabetic knowledge while mediating the connection between phonological awareness and early reading. Invented spelling also influenced subsequent conventional spelling along with phonological awareness, while mediating the influence of alphabetic knowledge. Invented spelling thus adds explanatory variance to literacy outcomes not entirely captured by well-studied code and language-related skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Beginning literacy: links among teacher knowledge, teacher practice, and student learning.

PubMed

McCutchen, Deborah; Abbott, Robert D; Green, Laura B; Beretvas, S Natasha; Cox, Susanne; Potter, Nina S; Quiroga, Teresa; Gray, Audra L

2002-01-01

Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning.

Large grain instruction and phonological awareness skill influence rime sensitivity, processing speed, and early decoding skill in adult L2 learners

PubMed Central

Brennan, Christine; Booth, James R.

2016-01-01

Linguistic knowledge, cognitive ability, and instruction influence how adults acquire a second orthography yet it remains unclear how different forms of instruction influence grain size sensitivity and subsequent decoding skill and speed. Thirty-seven monolingual, literate English-speaking adults were trained on a novel artificial orthography given initial instruction that directed attention to either large or small grain size units (i.e., words or letters). We examined how initial instruction influenced processing speed (i.e., reaction time (RT)) and sensitivity to different orthographic grain sizes (i.e., rimes and letters). Directing attention to large grain size units during initial instruction resulted in higher accuracy for rimes, whereas directing attention to smaller grain size units resulted in slower RTs across all measures. Additionally, phonological awareness skill modulated early learning effects, compensating for the limitations of the initial instruction provided. Collectively, these findings suggest that when adults are learning to read a second orthography, consideration should be given to how initial instruction directs attention to different grain sizes and inherent phonological awareness ability. PMID:27829705

The representation of lexical-syntactic information: evidence from syntactic and lexical retrieval impairments in aphasia.

PubMed

Biran, Michal; Friedmann, Naama

2012-10-01

This study explored lexical-syntactic information - syntactic information that is stored in the lexicon - and its relation to syntactic and lexical impairments in aphasia. We focused on two types of lexical-syntactic information: predicate argument structure (PAS) of verbs (the number and types of arguments the verb selects) and grammatical gender of nouns. The participants were 17 Hebrew-speaking individuals with aphasia who had a syntactic deficit (agrammatism) or a lexical retrieval deficit (anomia) located at the semantic lexicon, the phonological output lexicon, or the phonological output buffer. After testing the participants' syntactic and lexical retrieval abilities and establishing the functional loci of their deficits, we assessed their PAS and grammatical gender knowledge. This assessment included sentence completion, sentence production, sentence repetition, and grammaticality judgment tasks. The participants' performance on these tests yielded several important dissociations. Three agrammatic participants had impaired syntax but unimpaired PAS knowledge. Three agrammatic participants had impaired syntax but unimpaired grammatical gender knowledge. This indicates that lexical-syntactic information is represented separately from syntax, and can be spared even when syntax at the sentence level, such as embedding and movement are impaired. All 5 individuals with phonological output buffer impairment and all 3 individuals with phonological output lexicon impairment had preserved lexical-syntactic knowledge. These selective impairments indicate that lexical-syntactic information is represented at a lexical stage prior to the phonological lexicon and the phonological buffer. Three participants with impaired PAS (aPASia) and impaired grammatical gender who showed intact lexical-semantic knowledge indicate that the lexical-syntactic information is represented separately from the semantic lexicon. This led us to conclude that lexical-syntactic information is stored in a separate syntactic lexicon. A double dissociation between PAS and grammatical gender impairments indicated that different types of lexical-syntactic information are represented separately in this syntactic lexicon. Copyright © 2011 Elsevier Srl. All rights reserved.

The influence of orthographic experience on the development of phonological preparation in spoken word production.

PubMed

Li, Chuchu; Wang, Min

2017-08-01

Three sets of experiments using the picture naming tasks with the form preparation paradigm investigated the influence of orthographic experience on the development of phonological preparation unit in spoken word production in native Mandarin-speaking children. Participants included kindergarten children who have not received formal literacy instruction, Grade 1 children who are comparatively more exposed to the alphabetic pinyin system and have very limited Chinese character knowledge, Grades 2 and 4 children who have better character knowledge and more exposure to characters, and skilled adult readers who have the most advanced character knowledge and most exposure to characters. Only Grade 1 children showed the form preparation effect in the same initial consonant condition (i.e., when a list of target words shared the initial consonant). Both Grade 4 children and adults showed the preparation effect when the initial syllable (but not tone) among target words was shared. Kindergartners and Grade 2 children only showed the preparation effect when the initial syllable including tonal information was shared. These developmental changes in phonological preparation could be interpreted as a joint function of the modification of phonological representation and attentional shift. Extensive pinyin experience encourages speakers to attend to and select onset phoneme in phonological preparation, whereas extensive character experience encourages speakers to prepare spoken words in syllables.

What Do Phonological Processing Errors Tell about Students' Skills in Reading, Writing, and Oral Language?

ERIC Educational Resources Information Center

Choi, Dowon; Hatcher, Ryan C.; Dulong-Langley, Susan; Liu, Xiaochen; Bray, Melissa A.; Courville, Troy; O'Brien, Rebecca; DeBiase, Emily

2017-01-01

The kinds of errors that children and adolescents make on phonological processing tasks were studied with a large sample between ages 4 and 19 (N = 3,842) who were tested on the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Principal component analysis identified two phonological processing factors: Basic Phonological Awareness…

Phonological abilities in literacy-impaired children: Brain potentials reveal deficient phoneme discrimination, but intact prosodic processing.

PubMed

Männel, Claudia; Schaadt, Gesa; Illner, Franziska K; van der Meer, Elke; Friederici, Angela D

2017-02-01

Intact phonological processing is crucial for successful literacy acquisition. While individuals with difficulties in reading and spelling (i.e., developmental dyslexia) are known to experience deficient phoneme discrimination (i.e., segmental phonology), findings concerning their prosodic processing (i.e., suprasegmental phonology) are controversial. Because there are no behavior-independent studies on the underlying neural correlates of prosodic processing in dyslexia, these controversial findings might be explained by different task demands. To provide an objective behavior-independent picture of segmental and suprasegmental phonological processing in impaired literacy acquisition, we investigated event-related brain potentials during passive listening in typically and poor-spelling German school children. For segmental phonology, we analyzed the Mismatch Negativity (MMN) during vowel length discrimination, capturing automatic auditory deviancy detection in repetitive contexts. For suprasegmental phonology, we analyzed the Closure Positive Shift (CPS) that automatically occurs in response to prosodic boundaries. Our results revealed spelling group differences for the MMN, but not for the CPS, indicating deficient segmental, but intact suprasegmental phonological processing in poor spellers. The present findings point towards a differential role of segmental and suprasegmental phonology in literacy disorders and call for interventions that invigorate impaired literacy by utilizing intact prosody in addition to training deficient phonemic awareness. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

The Effects of Phonological Skills and Vocabulary on Morphophonological Processing

ERIC Educational Resources Information Center

Boersma, Tiffany; Baker, Anne; Rispens, Judith; Weerman, Fred

2018-01-01

Morphophonological processing involves the phonological analysis of morphemes. Item-specific phonological characteristics have been shown to influence morphophonological skills in children. This study investigates the relative contributions of broad phonological skills and vocabulary to production and judgement accuracies of the Dutch past tense…

Age of Bilingual Exposure Is Related to the Contribution of Phonological and Semantic Knowledge to Successful Reading Development

ERIC Educational Resources Information Center

Jasinska, Kaja K.; Petitto, Laura-Ann

2018-01-01

Bilingual children's reading as a function of age of first bilingual language exposure (AoE) was examined. Bilingual (varied AoE) and monolingual children (N = 421) were compared in their English language and reading abilities (6-10 years) using phonological awareness, semantic knowledge, and reading tasks. Structural equation modeling was applied…

Perceptual Recovery from Consonant-Cluster Simplification in Korean Using Language-Specific Phonological Knowledge

ERIC Educational Resources Information Center

Cho, Taehong; McQueen, James M.

2011-01-01

Two experiments examined whether perceptual recovery from Korean consonant-cluster simplification is based on language-specific phonological knowledge. In tri-consonantal C1C2C3 sequences such as /lkt/ and /lpt/ in Seoul Korean, either C1 or C2 can be completely deleted. Seoul Koreans monitored for C2 targets (/p/ or /k/, deleted or preserved) in…

Contributions of phonological awareness, phonological short-term memory, and rapid automated naming, toward decoding ability in students with mild intellectual disability.

PubMed

Soltani, Amanallah; Roslan, Samsilah

2013-03-01

Reading decoding ability is a fundamental skill to acquire word-specific orthographic information necessary for skilled reading. Decoding ability and its underlying phonological processing skills have been heavily investigated typically among developing students. However, the issue has rarely been noticed among students with intellectual disability who commonly suffer from reading decoding problems. This study is aimed at determining the contributions of phonological awareness, phonological short-term memory, and rapid automated naming, as three well known phonological processing skills, to decoding ability among 60 participants with mild intellectual disability of unspecified origin ranging from 15 to 23 years old. The results of the correlation analysis revealed that all three aspects of phonological processing are significantly correlated with decoding ability. Furthermore, a series of hierarchical regression analysis indicated that after controlling the effect of IQ, phonological awareness, and rapid automated naming are two distinct sources of decoding ability, but phonological short-term memory significantly contributes to decoding ability under the realm of phonological awareness. Copyright © 2013 Elsevier Ltd. All rights reserved.

Oral Language Deficits in Familial Dyslexia: A Meta-Analysis and Review

PubMed Central

2016-01-01

This article reviews 95 publications (based on 21 independent samples) that have examined children at family risk of reading disorders. We report that children at family risk of dyslexia experience delayed language development as infants and toddlers. In the preschool period, they have significant difficulties in phonological processes as well as with broader language skills and in acquiring the foundations of decoding skill (letter knowledge, phonological awareness and rapid automatized naming [RAN]). Findings are mixed with regard to auditory and visual perception: they do not appear subject to slow motor development, but lack of control for comorbidities confounds interpretation. Longitudinal studies of outcomes show that children at family risk who go on to fulfil criteria for dyslexia have more severe impairments in preschool language than those who are defined as normal readers, but the latter group do less well than controls. Similarly at school age, family risk of dyslexia is associated with significantly poor phonological awareness and literacy skills. Although there is no strong evidence that children at family risk are brought up in an environment that differs significantly from that of controls, their parents tend to have lower educational levels and read less frequently to themselves. Together, the findings suggest that a phonological processing deficit can be conceptualized as an endophenotype of dyslexia that increases the continuous risk of reading difficulties; in turn its impact may be moderated by protective factors. PMID:26727308

Emergence of the neural network underlying phonological processing from the prereading to the emergent reading stage: A longitudinal study.

PubMed

Yu, Xi; Raney, Talia; Perdue, Meaghan V; Zuk, Jennifer; Ozernov-Palchik, Ola; Becker, Bryce L C; Raschle, Nora M; Gaab, Nadine

2018-05-01

Numerous studies have shown that phonological skills are critical for successful reading acquisition. However, how the brain network supporting phonological processing evolves and how it supports the initial course of learning to read is largely unknown. Here, for the first time, we characterized the emergence of the phonological network in 28 children over three stages (prereading, beginning reading, and emergent reading) longitudinally. Across these three time points, decreases in neural activation in the left inferior parietal cortex (LIPC) were observed during an audiovisual phonological processing task, suggesting a specialization process in response to reading instruction/experience. Furthermore, using the LIPC as the seed, a functional network consisting of the left inferior frontal, left posterior occipitotemporal, and right angular gyri was identified. The connection strength in this network co-developed with the growth of phonological skills. Moreover, children with above-average gains in phonological processing showed a significant developmental increase in connection strength in this network longitudinally, while children with below-average gains in phonological processing exhibited the opposite trajectory. Finally, the connection strength between the LIPC and the left posterior occipitotemporal cortex at the prereading level significantly predicted reading performance at the emergent reading stage. Our findings highlight the importance of the early emerging phonological network for reading development, providing direct evidence for the Interactive Specialization Theory and neurodevelopmental models of reading. © 2018 Wiley Periodicals, Inc.

An Investigation into Semantic and Phonological Processing in Individuals with Williams Syndrome

ERIC Educational Resources Information Center

Lee, Cheryl S.; Binder, Katherine S.

2014-01-01

Purpose: The current study examined semantic and phonological processing in individuals with Williams syndrome (WS). Previous research in language processing in individuals with WS suggests a complex linguistic system characterized by "deviant" semantic organization and differential phonological processing. Method: Two experiments…

Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children.

PubMed

Webb, Mi-Young; Lederberg, Amy R; Branum-Martin, Lee; McDonald Connor, Carol

2015-10-01

Better understanding the mechanisms underlying developing literacy has promoted the development of more effective reading interventions for typically developing children. Such knowledge may facilitate effective instruction of deaf and hard-of-hearing (DHH) children. Hence, the current study examined the multivariate associations among phonological awareness, alphabetic knowledge, word reading, and vocabulary skills in DHH children who have auditory access to speech. One hundred and sixty-seven DHH children (M age = 60.43 months) were assessed with a battery of early literacy measures. Forty-six percent used at least 1 cochlear implant; 54% were fitted with hearing aids. About a fourth of the sample was acquiring both spoken English and sign. Scores on standardized tests of phonological awareness and vocabulary averaged at least 1 standard deviation (SD) below the mean of the hearing norming sample. Confirmatory factor analyses showed that DHH children's early literacy skills were best characterized by a complex 3-factor model in which phonological awareness, alphabetic knowledge, and vocabulary formed 3 separate, but highly correlated constructs, with letter-sound knowledge and word reading skills relating to both phonological awareness and alphabetic knowledge. This supports the hypothesis that early reading of DHH children with functional hearing is qualitatively similar to that of hearing children. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Linguistic and Literacy Predictors of Early Spelling in First and Second Language Learners

ERIC Educational Resources Information Center

Keilty, Megan; Harrison, Gina L.

2015-01-01

Error analyses using a multidimensional measure were conducted on the misspellings of Kindergarten children speaking English as a first (EL1) and English as a second language (ESL) in order to detect any differences in early spelling ability between language groups. Oral vocabulary, syntactic knowledge, phonological processing, letter/word…

Language Issues in Literacy and Bilingual/Multicultural Education. Harvard Educational Review Reprint. Series No. 22.

ERIC Educational Resources Information Center

Minami, Masahiko, Ed.; Kennedy, Bruce P., Ed.

This collection of articles related to language issues and literacy and bilingual and multicultural education include the following: "Three Processes in the Child's Acquisition of Syntax" (Roger Brown and Ursula Bellugi); "Pre-School Children's Knowledge of English Phonology" (Charles Read); "Stages in Language Development and Reading Exposure"…

The Role of Categorical Speech Perception and Phonological Processing in Familial Risk Children With and Without Dyslexia.

PubMed

Hakvoort, Britt; de Bree, Elise; van der Leij, Aryan; Maassen, Ben; van Setten, Ellie; Maurits, Natasha; van Zuijen, Titia L

2016-12-01

This study assessed whether a categorical speech perception (CP) deficit is associated with dyslexia or familial risk for dyslexia, by exploring a possible cascading relation from speech perception to phonology to reading and by identifying whether speech perception distinguishes familial risk (FR) children with dyslexia (FRD) from those without dyslexia (FRND). Data were collected from 9-year-old FRD (n = 37) and FRND (n = 41) children and age-matched controls (n = 49) on CP identification and discrimination and on the phonological processing measures rapid automatized naming, phoneme awareness, and nonword repetition. The FRD group performed more poorly on CP than the FRND and control groups. Findings on phonological processing align with the literature in that (a) phonological processing related to reading and (b) the FRD group showed the lowest phonological processing outcomes. Furthermore, CP correlated weakly with reading, but this relationship was fully mediated by rapid automatized naming. Although CP phonological skills are related to dyslexia, there was no strong evidence for a cascade from CP to phonology to reading. Deficits in CP at the behavioral level are not directly associated with dyslexia.

Auditory Processing Skills and Phonological Representation in Dyslexic Children

ERIC Educational Resources Information Center

Richardson, Ulla; Thomson, Jennifer M.; Scott, Sophie K.; Goswami, Usha

2004-01-01

It is now well-established that there is a causal connection between children's phonological skills and their acquisition of reading and spelling. Here we study low-level auditory processes that may underpin the development of phonological representations in children. Dyslexic and control children were given a battery of phonological tasks,…

Use of Phonological Codes for Chinese Characters: Evidence from Processing of Parafoveal Preview when Reading Sentences

ERIC Educational Resources Information Center

Tsai, Jie-Li; Lee, Chia-Ying; Tzeng, Ovid J. L.; Hung, Daisy L.; Yen, Nai-Shing

2004-01-01

The role of phonological coding for character identification was examined with the benefit of processing parafoveal characters in eye fixations while reading Chinese sentences. In Experiment 1, the orthogonal manipulation of phonological and orthographic similarity can separate two types of phonological benefits for homophonic previews, according…

Strong and long: effects of word length on phonological binding in verbal short-term memory.

PubMed

Jefferies, Elizabeth; Frankish, Clive; Noble, Katie

2011-02-01

This study examined the effects of item length on the contribution of linguistic knowledge to immediate serial recall (ISR). Long words are typically recalled more poorly than short words, reflecting the greater demands that they place on phonological encoding, rehearsal, and production. However, reverse word length effects--that is, better recall of long than short words--can also occur in situations in which phonological maintenance is difficult, suggesting that long words derive greater support from long-term lexical knowledge. In this study, long and short words and nonwords (containing one vs. three syllables) were presented for immediate serial recall in (a) pure lists and (b) unpredictable mixed lists of words and nonwords. The mixed-list paradigm is known to disrupt the phonological stability of words, encouraging their phonemes to recombine with the elements of other list items. In this situation, standard length effects were seen for nonwords, while length effects for words were absent or reversed. A detailed error analysis revealed that long words were more robust to the mixed-list manipulation than short words: Their phonemes were less likely to be omitted and to recombine with phonemes from other list items. These findings support an interactive view of short-term memory, in which long words derive greater benefits from lexical knowledge than short words-especially when their phonological integrity is challenged by the inclusion of nonwords in mixed lists.

Beyond decoding: phonological processing during silent reading in beginning readers.

PubMed

Blythe, Hazel I; Pagán, Ascensión; Dodd, Megan

2015-07-01

In this experiment, the extent to which beginning readers process phonology during lexical identification in silent sentence reading was investigated. The eye movements of children aged seven to nine years and adults were recorded as they read sentences containing either a correctly spelled target word (e.g., girl), a pseudohomophone (e.g., gerl), or a spelling control (e.g., garl). Both children and adults showed a benefit from the valid phonology of the pseudohomophone, compared to the spelling control during reading. This indicates that children as young as seven years old exhibit relatively skilled phonological processing during reading, despite having moved past the use of overt phonological decoding strategies. In addition, in comparison to adults, children's lexical processing was more disrupted by the presence of spelling errors, suggesting a developmental change in the relative dependence upon phonological and orthographic processing in lexical identification during silent sentence reading. (c) 2015 APA, all rights reserved.

Rapid Naming and Phonological Processing as Predictors of Reading and Spelling

ERIC Educational Resources Information Center

Christo, Catherine; Davis, Jack

2008-01-01

This study examined the relationships between the cognitive processes of rapid naming and phonological processing and various literacy skills. Variables measured and used in this analysis were phonological processing, rapid naming, reading comprehension, isolated and nonsense word reading, and spelling. Data were collected from 65 second-to-fifth…

Abstract knowledge versus direct experience in processing of binomial expressions

PubMed Central

Morgan, Emily; Levy, Roger

2016-01-01

We ask whether word order preferences for binomial expressions of the form A and B (e.g. bread and butter) are driven by abstract linguistic knowledge of ordering constraints referencing the semantic, phonological, and lexical properties of the constituent words, or by prior direct experience with the specific items in questions. Using forced-choice and self-paced reading tasks, we demonstrate that online processing of never-before-seen binomials is influenced by abstract knowledge of ordering constraints, which we estimate with a probabilistic model. In contrast, online processing of highly frequent binomials is primarily driven by direct experience, which we estimate from corpus frequency counts. We propose a trade-off wherein processing of novel expressions relies upon abstract knowledge, while reliance upon direct experience increases with increased exposure to an expression. Our findings support theories of language processing in which both compositional generation and direct, holistic reuse of multi-word expressions play crucial roles. PMID:27776281

Complexity and Hemispheric Abilities: Evidence for a Differential Impact on Semantics and Phonology

ERIC Educational Resources Information Center

Tremblay, Tania; Monetta, Laura; Joanette, Yves

2009-01-01

The main goal of this study was to determine whether the phonological and semantic processing of words are similarly influenced by an increase in processing complexity. Thirty-six French-speaking young adults performed both semantic and phonological word judgment tasks, using a divided visual field procedure. The phonological complexity of words…

Gamma phase locking modulated by phonological contrast during auditory comprehension in reading disability.

PubMed

Han, Jooman; Mody, Maria; Ahlfors, Seppo P

2012-10-03

Children with specific reading impairment may have subtle deficits in speech perception related to difficulties in phonological processing. The aim of this study was to examine brain oscillatory activity related to phonological processing in the context of auditory sentence comprehension using magnetoencephalography to better understand these deficits. Good and poor readers, 16-18 years of age, were tested on speech perception of sentence-terminal incongruent words that were phonologically manipulated to be similar or dissimilar to corresponding congruent target words. Functional coupling between regions was measured using phase-locking values (PLVs). Gamma-band (30-45 Hz) PLV between auditory cortex and superior temporal sulcus in the right hemisphere was differentially modulated in the two groups by the degree of phonological contrast between the congruent and the incongruent target words in the latency range associated with semantic processing. Specifically, the PLV was larger in the phonologically similar than in the phonologically dissimilar condition in the good readers. This pattern was reversed in the poor readers, whose lower PLV in the phonologically similar condition may be indicative of the impaired phonological coding abilities of the group, and consequent vulnerability under perceptually demanding conditions. Overall, the results support the role of gamma oscillations in spoken language processing.

Demonstrating the effects of phonological similarity and frequency on item and order memory in Down syndrome using process dissociation.

PubMed

Smith, Elizabeth; Jarrold, Christopher

2014-12-01

It is important to distinguish between memory for item information and memory for order information when considering the nature of verbal short-term memory (vSTM) performance. Although other researchers have attempted to make this distinction between item and order memory in children, none has done so using process dissociation. This study shows that such an approach can be particularly useful and informative. Individuals with Down syndrome (DS) tend to experience a vSTM deficit. These two experiments explored whether phonological similarity (Experiment 1) and item frequency (Experiment 2) affected vSTM for item and order information in a group of individuals with DS compared with typically developing (TD) vocabulary-matched children. Process dissociation was used to obtain measures of item and order memory via Nairne and Kelley's procedure (Journal of Memory and Language, 50 (2004) 113-133). Those with DS were poorer than the matched TD group for recall of both item and order information. However, in both populations, phonologically similar items reduced order memory but enhanced item memory, whereas high-frequency items resulted in improvements in both item and order memory-effects that are in line with previous research in the adult literature. These results indicate that, despite poorer vSTM performance in DS, individuals experience phonological coding of verbal input and a contribution of long-term memory knowledge to recall. These findings inform routes for interventions for those with DS, highlighting the need to enhance both item and order memory. Moreover, this work demonstrates that process dissociation is applicable and informative for studying special populations and children. Copyright © 2014 Elsevier Inc. All rights reserved.

Basic Auditory Processing Skills and Phonological Awareness in Low-IQ Readers and Typically Developing Controls

ERIC Educational Resources Information Center

Kuppen, Sarah; Huss, Martina; Fosker, Tim; Fegan, Natasha; Goswami, Usha

2011-01-01

We explore the relationships between basic auditory processing, phonological awareness, vocabulary, and word reading in a sample of 95 children, 55 typically developing children, and 40 children with low IQ. All children received nonspeech auditory processing tasks, phonological processing and literacy measures, and a receptive vocabulary task.…

Topographical gradients of semantics and phonology revealed by temporal lobe stimulation.

PubMed

Miozzo, Michele; Williams, Alicia C; McKhann, Guy M; Hamberger, Marla J

2017-02-01

Word retrieval is a fundamental component of oral communication, and it is well established that this function is supported by left temporal cortex. Nevertheless, the specific temporal areas mediating word retrieval and the particular linguistic processes these regions support have not been well delineated. Toward this end, we analyzed over 1000 naming errors induced by left temporal cortical stimulation in epilepsy surgery patients. Errors were primarily semantic (lemon → "pear"), phonological (horn → "corn"), non-responses, and delayed responses (correct responses after a delay), and each error type appeared predominantly in a specific region: semantic errors in mid-middle temporal gyrus (TG), phonological errors and delayed responses in middle and posterior superior TG, and non-responses in anterior inferior TG. To the extent that semantic errors, phonological errors and delayed responses reflect disruptions in different processes, our results imply topographical specialization of semantic and phonological processing. Specifically, results revealed an inferior-to-superior gradient, with more superior regions associated with phonological processing. Further, errors were increasingly semantically related to targets toward posterior temporal cortex. We speculate that detailed semantic input is needed to support phonological retrieval, and thus, the specificity of semantic input increases progressively toward posterior temporal regions implicated in phonological processing. Hum Brain Mapp 38:688-703, 2017. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Performance of School Age Reading Disabled Students on the Phonological Awareness Subtests of the Comprehensive Test of Phonological Processing (CTOPP)

ERIC Educational Resources Information Center

Marshall, Dorothy; Christo, Catherine; Davis, John

2013-01-01

This study examined the performance of reading disabled children on the two Phonological Awareness Subtests of the Comprehensive Test of Phonological Processing (CTOPP). Participants performed significantly different on these two subtests with a poorer performance on the Elision subtest than Blending Words. In addition, the two subtests were not…

Polysyllable Speech Accuracy and Predictors of Later Literacy Development in Preschool Children with Speech Sound Disorders

ERIC Educational Resources Information Center

Masso, Sarah; Baker, Elise; McLeod, Sharynne; Wang, Cen

2017-01-01

Purpose: The aim of this study was to determine if polysyllable accuracy in preschoolers with speech sound disorders (SSD) was related to known predictors of later literacy development: phonological processing, receptive vocabulary, and print knowledge. Polysyllables--words of three or more syllables--are important to consider because unlike…

Large Grain Instruction and Phonological Awareness Skill Influence Rime Sensitivity, Processing Speed, and Early Decoding Skill in Adult L2 Learners

ERIC Educational Resources Information Center

Brennan, Christine; Booth, James R.

2015-01-01

Linguistic knowledge, cognitive ability, and instruction influence how adults acquire a second orthography yet it remains unclear how different forms of instruction influence grain size sensitivity and subsequent decoding skill and speed. Thirty-seven monolingual, literate English-speaking adults were trained on a novel artificial orthography…

Phonological Awareness, Reading Skills, and Vocabulary Knowledge in Children Who Use Cochlear Implants

PubMed Central

Dillon, Caitlin M.; de Jong, Kenneth; Pisoni, David B.

2012-01-01

In hearing children, reading skills have been found to be closely related to phonological awareness. We used several standardized tests to investigate the reading and phonological awareness skills of 27 deaf school-age children who were experienced cochlear implant users. Approximately two-thirds of the children performed at or above the level of their hearing peers on the phonological awareness and reading tasks. Reading scores were found to be strongly correlated with measures of phonological awareness. These correlations remained the same when we statistically controlled for potentially confounding demographic variables such as age at testing and speech perception skills. However, these correlations decreased even after we statistically controlled for vocabulary size. This finding suggests that lexicon size is a mediating factor in the relationship between the children’s phonological awareness and reading skills, a finding that has also been reported for typically developing hearing children. PMID:22057983

The phonological-distributional coherence hypothesis: cross-linguistic evidence in language acquisition.

PubMed

Monaghan, Padraic; Christiansen, Morten H; Chater, Nick

2007-12-01

Several phonological and prosodic properties of words have been shown to relate to differences between grammatical categories. Distributional information about grammatical categories is also a rich source in the child's language environment. In this paper we hypothesise that such cues operate in tandem for developing the child's knowledge about grammatical categories. We term this the Phonological-Distributional Coherence Hypothesis (PDCH). We tested the PDCH by analysing phonological and distributional information in distinguishing open from closed class words and nouns from verbs in four languages: English, Dutch, French, and Japanese. We found an interaction between phonological and distributional cues for all four languages indicating that when distributional cues were less reliable, phonological cues were stronger. This provides converging evidence that language is structured such that language learning benefits from the integration of information about category from contextual and sound-based sources, and that the child's language environment is less impoverished than we might suspect.

Investigation of basic cognitive predictors of reading and spelling abilities in Tunisian third-grade primary school children.

PubMed

Batnini, Soulef; Uno, Akira

2015-06-01

This study investigated first the main cognitive abilities; phonological processing, visual cognition, automatization and receptive vocabulary in predicting reading and spelling abilities in Arabic. Second, we compared good/poor readers and spellers to detect the characteristics of cognitive predictors which contribute to identifying reading and spelling difficulties in Arabic speaking children. A sample of 116 Tunisian third-grade children was tested on their abilities to read and spell, phonological processing, visual cognition, automatization and receptive vocabulary. For reading, phonological processing and automatization uniquely predicted Arabic word reading and paragraph reading abilities. Automatization uniquely predicted Arabic non-word reading ability. For spelling, phonological processing was a unique predictor for Arabic word spelling ability. Furthermore, poor readers had significantly lower scores on the phonological processing test and slower reading times on the automatization test as compared with good readers. Additionally, poor spellers showed lower scores on the phonological processing test as compared with good spellers. Visual cognitive processing and receptive vocabulary were not significant cognitive predictors of Arabic reading and spelling abilities for Tunisian third grade children in this study. Our results are consistent with previous studies in alphabetic orthographies and demonstrate that phonological processing and automatization are the best cognitive predictors in detecting early literacy problems. We suggest including phonological processing and automatization tasks in screening tests and in intervention programs may help Tunisian children with poor literacy skills overcome reading and spelling difficulties in Arabic. Copyright © 2014 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Developmental dyslexia: exploring how much phonological and visual attention span disorders are linked to simultaneous auditory processing deficits.

PubMed

Lallier, Marie; Donnadieu, Sophie; Valdois, Sylviane

2013-07-01

The simultaneous auditory processing skills of 17 dyslexic children and 17 skilled readers were measured using a dichotic listening task. Results showed that the dyslexic children exhibited difficulties reporting syllabic material when presented simultaneously. As a measure of simultaneous visual processing, visual attention span skills were assessed in the dyslexic children. We presented the dyslexic children with a phonological short-term memory task and a phonemic awareness task to quantify their phonological skills. Visual attention spans correlated positively with individual scores obtained on the dichotic listening task while phonological skills did not correlate with either dichotic scores or visual attention span measures. Moreover, all the dyslexic children with a dichotic listening deficit showed a simultaneous visual processing deficit, and a substantial number of dyslexic children exhibited phonological processing deficits whether or not they exhibited low dichotic listening scores. These findings suggest that processing simultaneous auditory stimuli may be impaired in dyslexic children regardless of phonological processing difficulties and be linked to similar problems in the visual modality.

Study the left prefrontal cortex activity of Chinese children with dyslexia in phonological processing by NIRS

NASA Astrophysics Data System (ADS)

Zhang, Zhili; Li, Ting; Zheng, Yi; Luo, Qingming; Song, Ranran; Gong, Hui

2006-02-01

Developmental dyslexia, a kind of prevalent psychological disease, represents that dyslexic children have unexpected difficulties in phonological processing and recognition test of Chinese characters. Some functional imaging technologies, such as fMRI and PET, have been used to study the brain activities of the children with dyslexia whose first language is English. In this paper, a portable, 16-channel, continuous-wave (CW) NIRS instrument was used to monitor the concentration changes of each hemoglobin species when Chinese children did the task of phonological processing and recognition test. The NIRS recorded the hemodynamic changes in the left prefrontal cortex of the children. 20 dyslexia-reading children (10~12 years old) and 20 normal-reading children took part in the phonological processing of Chinese characters including the phonological awareness section and the phonological decoding section. During the phonological awareness section, the changed concentration of deoxy-hemoglobin in dyslexia-reading children were significantly higher (p<0.05) than normal-reading children in the left ventrolateral prefrontal cortex (VLPFC). While in the phonological decoding section, both normal and dyslexic reading children had more activity in the left VLPFC, but only normal-reading children had activity in the left middorsal prefrontal cortex. In conclusion, both dyslexic and normal-reading children have activity in the left prefrontal cortex, but the degree and the areas of the prefrontal cortex activity are different between them when they did phonological processing.

Phonological processes in the speech of school-age children with hearing loss: Comparisons with children with normal hearing.

PubMed

Asad, Areej Nimer; Purdy, Suzanne C; Ballard, Elaine; Fairgray, Liz; Bowen, Caroline

2018-04-27

In this descriptive study, phonological processes were examined in the speech of children aged 5;0-7;6 (years; months) with mild to profound hearing loss using hearing aids (HAs) and cochlear implants (CIs), in comparison to their peers. A second aim was to compare phonological processes of HA and CI users. Children with hearing loss (CWHL, N = 25) were compared to children with normal hearing (CWNH, N = 30) with similar age, gender, linguistic, and socioeconomic backgrounds. Speech samples obtained from a list of 88 words, derived from three standardized speech tests, were analyzed using the CASALA (Computer Aided Speech and Language Analysis) program to evaluate participants' phonological systems, based on lax (a process appeared at least twice in the speech of at least two children) and strict (a process appeared at least five times in the speech of at least two children) counting criteria. Developmental phonological processes were eliminated in the speech of younger and older CWNH while eleven developmental phonological processes persisted in the speech of both age groups of CWHL. CWHL showed a similar trend of age of elimination to CWNH, but at a slower rate. Children with HAs and CIs produced similar phonological processes. Final consonant deletion, weak syllable deletion, backing, and glottal replacement were present in the speech of HA users, affecting their overall speech intelligibility. Developmental and non-developmental phonological processes persist in the speech of children with mild to profound hearing loss compared to their peers with typical hearing. The findings indicate that it is important for clinicians to consider phonological assessment in pre-school CWHL and the use of evidence-based speech therapy in order to reduce non-developmental and non-age-appropriate developmental processes, thereby enhancing their speech intelligibility. Copyright © 2018 Elsevier Inc. All rights reserved.

Grammatical constraints on phonological encoding in speech production.

PubMed

Heller, Jordana R; Goldrick, Matthew

2014-12-01

To better understand the influence of grammatical encoding on the retrieval and encoding of phonological word-form information during speech production, we examine how grammatical class constraints influence the activation of phonological neighbors (words phonologically related to the target--e.g., MOON, TWO for target TUNE). Specifically, we compare how neighbors that share a target's grammatical category (here, nouns) influence its planning and retrieval, assessed by picture naming latencies, and phonetic encoding, assessed by word productions in picture names, when grammatical constraints are strong (in sentence contexts) versus weak (bare naming). Within-category (noun) neighbors influenced planning time and phonetic encoding more strongly in sentence contexts. This suggests that grammatical encoding constrains phonological processing; the influence of phonological neighbors is grammatically dependent. Moreover, effects on planning times could not fully account for phonetic effects, suggesting that phonological interaction affects articulation after speech onset. These results support production theories integrating grammatical, phonological, and phonetic processes.

Learning Novel Phonological Representations in Developmental Dyslexia: Associations with Basic Auditory Processing of Rise Time and Phonological Awareness

ERIC Educational Resources Information Center

Thomson, Jennifer M.; Goswami, Usha

2010-01-01

Across languages, children with developmental dyslexia are known to have impaired lexical phonological representations. Here, we explore associations between learning new phonological representations, phonological awareness, and sensitivity to amplitude envelope onsets (rise time). We show that individual differences in learning novel phonological…

Phonological Processing in Children with Specific Language Impairment with and without Reading Difficulties

ERIC Educational Resources Information Center

Loucas, Tom; Baird, Gillian; Simonoff, Emily; Slonims, Vicky

2016-01-01

Background: Specific language impairment (SLI) is heterogeneous and identifying subgroups within it may help explain the aetiology of the condition. Phonological processing abilities distinguish between children with SLI who do and do not have reading decoding impairments (RDIs). Aims: To probe different levels of phonological processing in…

Phonological Processing and Reading in Children with Speech Sound Disorders

ERIC Educational Resources Information Center

Rvachew, Susan

2007-01-01

Purpose: To examine the relationship between phonological processing skills prior to kindergarten entry and reading skills at the end of 1st grade, in children with speech sound disorders (SSD). Method: The participants were 17 children with SSD and poor phonological processing skills (SSD-low PP), 16 children with SSD and good phonological…

A Model of Phonological Processing, Language, and Reading for Students with Mild Intellectual Disability

ERIC Educational Resources Information Center

Barker, R. Michael; Sevcik, Rose A.; Morris, Robin D.; Romski, MaryAnn

2013-01-01

Little is known about the relationships between phonological processing, language, and reading in children with intellectual disability (ID). We examined the structure of phonological processing in 294 school-age children with mild ID and the relationships between its components and expressive and receptive language and reading skills using…

Process Dissociation of Sight Vocabulary and Phonetic Decoding in Reading: A New Perspective on Surface and Phonological Dyslexias

ERIC Educational Resources Information Center

McDougall, Patricia; Borowsky, Ron; MacKinnon, G. E.; Hymel, Shelley

2005-01-01

Recent research on developmental dyslexia has suggested a phonological core deficit hypothesis (e.g., Manis, Seidenberg, Doi, McBride-Chang, & Peterson, 1996; Stanovich, Siegel, & Gottardo, 1997) whereby pure cases of developmental phonological dyslexia (dysfunctional phonetic decoding processing but normal sight vocabulary processing) can exist,…

Reading for sound with dyslexia: evidence for early orthographic and late phonological integration deficits.

PubMed

Savill, Nicola J; Thierry, Guillaume

2011-04-18

Deteriorated phonological representations are widely assumed to be the underlying cause of reading difficulties in developmental dyslexia; however, existing evidence also implicates degraded orthographic processing. Here, we used event-related potentials whilst dyslexic and control adults performed a pseudoword-word priming task requiring deep phonological analysis to examine phonological and orthographic priming, respectively. Pseudowords were manipulated to be homophonic or non-homophonic to a target word and more or less orthographically similar. Since previous ERP research with normal readers has established phonologically driven differences as early as 250 ms from word presentation, degraded phonological representations were expected to reveal reduced phonological priming in dyslexic readers from 250 ms after target word onset. However, phonological priming main effects in both the N2 and P3 ranges were indistinguishable in amplitude between groups. Critically, we found group differences in the N1 range, such that orthographic modulations observed in controls were absent in the dyslexic group. Furthermore, early group differences in phonological priming transpired as interactions with orthographic priming (in P2, N2 and P3 ranges). A group difference in phonological priming did not emerge until the P600 range, in which the dyslexic group showed significantly attenuated priming. As the P600 is classically associated with online monitoring and reanalysis, this pattern of results suggest that during deliberate phonological processing, the phonological deficit in reading may relate more to inefficient monitoring rather than deficient detection. Meanwhile, early differences in perceptual processing of phonological information may be driven by the strength of engagement with orthographic information. Copyright © 2011 Elsevier B.V. All rights reserved.

Language Universals and Misidentification: A Two-Way Street

ERIC Educational Resources Information Center

Berent, Iris; Lennertz, Tracy; Balaban, Evan

2012-01-01

Certain ill-formed phonological structures are systematically under-represented across languages and misidentified by human listeners. It is currently unclear whether this results from grammatical phonological knowledge that actively recodes ill-formed structures, or from difficulty with their phonetic encoding. To examine this question, we gauge…

Attention effects on the processing of task-relevant and task-irrelevant speech sounds and letters

PubMed Central

Mittag, Maria; Inauri, Karina; Huovilainen, Tatu; Leminen, Miika; Salo, Emma; Rinne, Teemu; Kujala, Teija; Alho, Kimmo

2013-01-01

We used event-related brain potentials (ERPs) to study effects of selective attention on the processing of attended and unattended spoken syllables and letters. Participants were presented with syllables randomly occurring in the left or right ear and spoken by different voices and with a concurrent foveal stream of consonant letters written in darker or lighter fonts. During auditory phonological (AP) and non-phonological tasks, they responded to syllables in a designated ear starting with a vowel and spoken by female voices, respectively. These syllables occurred infrequently among standard syllables starting with a consonant and spoken by male voices. During visual phonological and non-phonological tasks, they responded to consonant letters with names starting with a vowel and to letters written in dark fonts, respectively. These letters occurred infrequently among standard letters with names starting with a consonant and written in light fonts. To examine genuine effects of attention and task on ERPs not overlapped by ERPs associated with target processing or deviance detection, these effects were studied only in ERPs to auditory and visual standards. During selective listening to syllables in a designated ear, ERPs to the attended syllables were negatively displaced during both phonological and non-phonological auditory tasks. Selective attention to letters elicited an early negative displacement and a subsequent positive displacement (Pd) of ERPs to attended letters being larger during the visual phonological than non-phonological task suggesting a higher demand for attention during the visual phonological task. Active suppression of unattended speech during the AP and non-phonological tasks and during the visual phonological tasks was suggested by a rejection positivity (RP) to unattended syllables. We also found evidence for suppression of the processing of task-irrelevant visual stimuli in visual ERPs during auditory tasks involving left-ear syllables. PMID:24348324

The Influence of Working Memory and Phonological Processing on English Language Learner Children's Bilingual Reading and Language Acquisition

ERIC Educational Resources Information Center

Swanson, H. Lee; Orosco, Michael J.; Lussier, Cathy M.; Gerber, Michael M.; Guzman-Orth, Danielle A.

2011-01-01

In this study, we explored whether the contribution of working memory (WM) to children's (N = 471) 2nd language (L2) reading and language acquisition was best accounted for by processing efficiency at a phonological level and/or by executive processes independent of phonological processing. Elementary school children (Grades 1, 2, & 3) whose…

A meta-analysis of fMRI studies on Chinese orthographic, phonological, and semantic processing.

PubMed

Wu, Chiao-Yi; Ho, Moon-Ho Ringo; Chen, Shen-Hsing Annabel

2012-10-15

A growing body of neuroimaging evidence has shown that Chinese character processing recruits differential activation from alphabetic languages due to its unique linguistic features. As more investigations on Chinese character processing have recently become available, we applied a meta-analytic approach to summarize previous findings and examined the neural networks for orthographic, phonological, and semantic processing of Chinese characters independently. The activation likelihood estimation (ALE) method was used to analyze eight studies in the orthographic task category, eleven in the phonological and fifteen in the semantic task categories. Converging activation among three language-processing components was found in the left middle frontal gyrus, the left superior parietal lobule and the left mid-fusiform gyrus, suggesting a common sub-network underlying the character recognition process regardless of the task nature. With increasing task demands, the left inferior parietal lobule and the right superior temporal gyrus were specialized for phonological processing, while the left middle temporal gyrus was involved in semantic processing. Functional dissociation was identified in the left inferior frontal gyrus, with the posterior dorsal part for phonological processing and the anterior ventral part for semantic processing. Moreover, bilateral involvement of the ventral occipito-temporal regions was found for both phonological and semantic processing. The results provide better understanding of the neural networks underlying Chinese orthographic, phonological, and semantic processing, and consolidate the findings of additional recruitment of the left middle frontal gyrus and the right fusiform gyrus for Chinese character processing as compared with the universal language network that has been based on alphabetic languages. Copyright © 2012 Elsevier Inc. All rights reserved.

Writing Quality in Chinese Children: Speed and Fluency Matter

PubMed Central

Yan, Cathy Ming Wai; McBride-Chang, Catherine; Wagner, Richard K.; Zhang, Juan; Wong, Anita M. Y.; Shu, Hua

2015-01-01

There were two goals of the present study. The first was to create a scoring scheme by which 9-year-old Chinese children’s writing compositions could be rated to form a total score for writing quality. The second was to examine cognitive correlates of writing quality at age 9 from measures administered at ages 6–9. Age 9 writing compositions were scored using a 7-element rubric; following confirmatory factor analyses, 5 of these elements were retained to represent overall writing quality for subsequent analyses. Measures of vocabulary knowledge, Chinese word dictation, phonological awareness, speed of processing, speeded naming, and handwriting fluency at ages 6–9 were all significantly associated with the obtained overall writing quality measure even when the statistical effect of age was removed. With vocabulary knowledge, dictation skill, age, gender, and phonological awareness included in a regression equation, 35% of the variance in age 9 writing quality was explained. With the variables of speed of processing, speeded naming, and handwriting fluency additionally included as a block, 12% additional variance in the equation was explained. In addition to gender, overall unique correlates of writing quality were dictation, speed of processing, and handwriting fluency, underscoring the importance of both general automaticity and specific writing fluency for writing quality development in children. PMID:25750486

Statistical Knowledge and Learning in Phonology

ERIC Educational Resources Information Center

Dunbar, Ewan Michael

2013-01-01

This dissertation deals with the theory of the phonetic component of grammar in a formal probabilistic inference framework: (1) it has been recognized since the beginning of generative phonology that some language-specific phonetic implementation is actually context-dependent, and thus it can be said that there are gradient "phonetic…

Teaching the Phonology via Articulatory Settings.

ERIC Educational Resources Information Center

Erazmus, Edward T.

The failure of the phonological approach in establishing native-like speech in the learner is examined in connection with new knowledge derived from articulatory setting theory. This theory is based on the work of Honikman (1964) who demonstrated that there is an intimate relationship between the tongue and teeth in speech production.…

An investigation into semantic and phonological processing in individuals with Williams syndrome.

PubMed

Lee, Cheryl S; Binder, Katherine S

2014-02-01

The current study examined semantic and phonological processing in individuals with Williams syndrome (WS). Previous research in language processing in individuals with WS suggests a complex linguistic system characterized by "deviant" semantic organization and differential phonological processing. Two experiments explored these representations in individuals with WS. The first experiment analyzed the relative typicality and frequency of participants' responses to a semantic and phonological fluency task. The second experiment tapped into online language processing through a semantic priming task and an online sentence reading task measuring the effects of word frequency. Thirteen participants with WS were matched to a group of participants on reading grade level and a group of participants on chronological age. The results of the semantic fluency task, semantic priming task, and word frequency task suggest that semantic organization in individuals with WS appears commensurate with their reading level rather than deviant. The pattern of results suggests that individuals with WS do not appear to have deviant semantic organization, while confirming that online tasks that tap into these processes are a promising direction in investigations that include atypically developing populations. These findings for the phonological tasks warrant further research into phonological processing in individuals with WS.

Basic Auditory Processing and Developmental Dyslexia in Chinese

ERIC Educational Resources Information Center

Wang, Hsiao-Lan Sharon; Huss, Martina; Hamalainen, Jarmo A.; Goswami, Usha

2012-01-01

The present study explores the relationship between basic auditory processing of sound rise time, frequency, duration and intensity, phonological skills (onset-rime and tone awareness, sound blending, RAN, and phonological memory) and reading disability in Chinese. A series of psychometric, literacy, phonological, auditory, and character…

Response Inhibition and Its Relationship to Phonological Processing in Children with and without Dyslexia

ERIC Educational Resources Information Center

Schmid, Johanna M.; Labuhn, Andju S.; Hasselhorn, Marcus

2011-01-01

This study investigates response inhibition and its relationship to phonological processing in third-graders with and without dyslexia. Children with dyslexia (n = 20) and children without dyslexia (n = 16) were administered a stop signal task and a digit span forwards task. Initial analyses revealed phonological processing deficits in terms of a…

Triangulation of the neurocomputational architecture underpinning reading aloud

PubMed Central

Hoffman, Paul; Lambon Ralph, Matthew A.; Woollams, Anna M.

2015-01-01

The goal of cognitive neuroscience is to integrate cognitive models with knowledge about underlying neural machinery. This significant challenge was explored in relation to word reading, where sophisticated computational-cognitive models exist but have made limited contact with neural data. Using distortion-corrected functional MRI and dynamic causal modeling, we investigated the interactions between brain regions dedicated to orthographic, semantic, and phonological processing while participants read words aloud. We found that the lateral anterior temporal lobe exhibited increased activation when participants read words with irregular spellings. This area is implicated in semantic processing but has not previously been considered part of the reading network. We also found meaningful individual differences in the activation of this region: Activity was predicted by an independent measure of the degree to which participants use semantic knowledge to read. These characteristics are predicted by the connectionist Triangle Model of reading and indicate a key role for semantic knowledge in reading aloud. Premotor regions associated with phonological processing displayed the reverse characteristics. Changes in the functional connectivity of the reading network during irregular word reading also were consistent with semantic recruitment. These data support the view that reading aloud is underpinned by the joint operation of two neural pathways. They reveal that (i) the ATL is an important element of the ventral semantic pathway and (ii) the division of labor between the two routes varies according to both the properties of the words being read and individual differences in the degree to which participants rely on each route. PMID:26124121

Morphological processing with deficient phonological short-term memory.

PubMed

Kavé, Gitit; Ze'ev, Hagit Bar; Lev, Anita

2007-07-01

This paper investigates the processing of Hebrew derivational morphology in an individual (S.E.) with deficient phonological short-term memory. In comparison to 10 age- and education-matched men, S.E. was impaired on digit span tasks and demonstrated no recency effect in word list recall. S.E. had low word retention span, but he exhibited phonological similarity and word length effects. His ability to make lexical decisions was intact. In a paired-associate test S.E. successfully learned semantically and morphologically related pairs but not phonologically related pairs, and his learning of nonwords was facilitated by the presence of Hebrew consonant roots. Semantic and morphological similarity enhanced immediate word recall. Results show that S.E. is capable of conducting morphological decomposition of Hebrew-derived words despite his phonological deficit, suggesting that transient maintenance of morphological constituents is independent of temporary storage and rehearsal of phonological codes, and that each is processed separately within short-term memory.

The interface between spoken and written language: developmental disorders.

PubMed

Hulme, Charles; Snowling, Margaret J

2014-01-01

We review current knowledge about reading development and the origins of difficulties in learning to read. We distinguish between the processes involved in learning to decode print, and the processes involved in reading for meaning (reading comprehension). At a cognitive level, difficulties in learning to read appear to be predominantly caused by deficits in underlying oral language skills. The development of decoding skills appears to depend critically upon phonological language skills, and variations in phoneme awareness, letter-sound knowledge and rapid automatized naming each appear to be causally related to problems in learning to read. Reading comprehension difficulties in contrast appear to be critically dependent on a range of oral language comprehension skills (including vocabulary knowledge and grammatical, morphological and pragmatic skills).

Exploring semantic and phonological picture-word priming in adults who stutter using event-related potentials

PubMed Central

Maxfield, Nathan D.; Pizon-Moore, Angela A.; Frisch, Stefan A.; Constantine, Joseph L.

2011-01-01

Objective Our aim was to investigate how semantic and phonological information is processed in adults who stutter (AWS) preparing to name pictures, following-up a report that event-related potentials (ERPs) in AWS evidenced atypical semantic picture-word priming (Maxfield et al., 2010). Methods Fourteen AWS and 14 typically-fluent adults (TFA) participated. Pictures, named at a delay, were followed by probe words. Design elements not used in Maxfield et al. (2010) let us evaluate both phonological and semantic picture-word priming. Results TFA evidenced typical priming effects in probe-elicited ERPs. AWS evidenced diminished Semantic priming, and reverse Phonological N400 priming. Conclusions Results point to atypical processing of semantic and phonological information in AWS. Discussion considers whether AWS ERP effects reflect unstable activation of target label semantic and phonological representations, strategic inhibition of target label phonological neighbors, and/or phonological label-probe competition. Significance Results raise questions about how mechanisms that regulate activation spreading operate in AWS. PMID:22055837

Teacher knowledge of basic language concepts and dyslexia.

PubMed

Washburn, Erin K; Joshi, R Malatesha; Binks-Cantrell, Emily S

2011-05-01

Roughly one-fifth of the US population displays one or more symptoms of dyslexia: a specific learning disability that affects an individual's ability to process written language. Consequently, elementary school teachers are teaching students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. Findings from studies have indicated that teachers lack essential knowledge needed to teach struggling readers, particularly children with dyslexia. However, few studies have sought to assess teachers' knowledge and perceptions about dyslexia in conjunction with knowledge of basic language concepts related to reading instruction. Thus, the purpose of the present study was to examine elementary school teachers' knowledge of basic language concepts and their knowledge and perceptions about dyslexia. Findings from the present study indicated that teachers, on average, were able to display implicit skills related to certain basic language concepts (i.e. syllable counting), but failed to demonstrate explicit knowledge of others (i.e. phonics principles). Also, teachers seemed to hold the common misconception that dyslexia is a visual processing deficit rather than phonological processing deficit. Copyright © 2011 John Wiley & Sons, Ltd.

Differential cognitive and perceptual correlates of print reading versus braille reading.

PubMed

Veispak, Anneli; Boets, Bart; Ghesquière, Pol

2013-01-01

The relations between reading, auditory, speech, phonological and tactile spatial processing are investigated in a Dutch speaking sample of blind braille readers as compared to sighted print readers. Performance is assessed in blind and sighted children and adults. Regarding phonological ability, braille readers perform equally well compared to print readers on phonological awareness, better on verbal short-term memory and significantly worse on lexical retrieval. The groups do not differ on speech perception or auditory processing. Braille readers, however, have more sensitive fingers than print readers. Investigation of the relations between these cognitive and perceptual skills and reading performance indicates that in the group of braille readers auditory temporal processing has a longer lasting and stronger impact not only on phonological abilities, which have to satisfy the high processing demands of the strictly serial language input, but also directly on the reading ability itself. Print readers switch between grapho-phonological and lexical reading modes depending on the familiarity of the items. Furthermore, the auditory temporal processing and speech perception, which were substantially interrelated with phonological processing, had no direct associations with print reading measures. Copyright © 2012 Elsevier Ltd. All rights reserved.

Auditory Processing, Speech Perception and Phonological Ability in Pre-School Children at High-Risk for Dyslexia: A Longitudinal Study of the Auditory Temporal Processing Theory

ERIC Educational Resources Information Center

Boets, Bart; Wouters, Jan; van Wieringen, Astrid; Ghesquiere, Pol

2007-01-01

This study investigates whether the core bottleneck of literacy-impairment should be situated at the phonological level or at a more basic sensory level, as postulated by supporters of the auditory temporal processing theory. Phonological ability, speech perception and low-level auditory processing were assessed in a group of 5-year-old pre-school…

Deficit in phonological processes: a characteristic of the neuropsychological profile of children with NF1.

PubMed

Chaix, Yves; Lauwers-Cancès, Valérie; Faure-Marie, Nathalie; Gentil, Catherine; Lelong, Sandrine; Schweitzer, Elisabeth; Rodriguez, Diana; Iannuzzi, Stéphanie; Kemlin, Isabelle; Dorison, Nathalie; Rivier, François; Carniero, Maryline; Preclaire, Elodie; Barbarot, Sébastien; Lion-François, Laurence; Castelnau, Pierre

2018-05-01

Learning disabilities are one of the most frequent complications of neurofibromatosis type 1 (NF1) in children. Studies of the effects of the neurocognitive deficit on academic performance are relatively rare, owing to the small size of the populations concerned. However, research is needed to develop effective rehabilitation programs. In the present study, we explored the impact of a possible phonological deficit on the reading abilities of children with NF1. A multicenter, cross-sectional study was conducted in France on two groups of 75 children with or without NF1 aged 8-12 years, matched for age, sex, handedness, and reading level. All participants underwent a neuropsychological evaluation to assess their general cognitive level, reading skills, phonological processes, visuoperceptual abilities, and attentional capacity. Phonological skills were assessed by means of two phonological awareness tasks and one short-term memory task. In the group of children with NF1, 41% had reading difficulties. Phonological processes were impaired in this group, compared with the children without NF1. Similar differences were found for a phoneme deletion task after adjustment for reading difficulties, IQ level, and visuoperceptual abilities. Phonological awareness, but not phonological short-term memory, was impaired in children with NF1, and not just those whose reading was impaired. Results suggest that children with NF1 have a phonological awareness deficit, whatever their reading level. Identification of reduced phonological skills may warrant the implementation of a specific rehabilitation program before early reading difficulties emerge.

The Role of Inhibitory Control in Second Language Phonological Processing

ERIC Educational Resources Information Center

Darcy, Isabelle; Mora, Joan C.; Daidone, Danielle

2016-01-01

This study investigated the role of inhibition in second language (L2) learners' phonological processing. Participants were Spanish learners of L2 English and American learners of L2 Spanish. We measured inhibition through a retrieval-induced inhibition task. Accuracy of phonological representations (perception and production) was assessed through…

Otitis Media in Early Childhood and Its Relationship to Later Phonological Development.

ERIC Educational Resources Information Center

Roberts, Joanne Erwick; And Others

1988-01-01

Examination of 55 socioeconomically disadvantaged children found no significant relationship between otitis media in early childhood and number of common phonological processes or consonants in error used during preschool years. However, otitis media in early childhood was associated with total number of phonological processes used by children…

Implicit Sublexical Phonological Processing in an Acquired Dyslexic Patient.

ERIC Educational Resources Information Center

Hildebrandt, Nancy; Sokol, Scott M.

1993-01-01

Reports a case study of an acquired dyslexic subject who showed no evidence of having any access to sublexical phonological information. Notes, however, that the subject showed normal effects of spelling regularity for low-frequency words, suggesting sublexical phonological processing. Suggests that the types of explicit tasks previously used are…

Phonologically driven variability: the case of determiners.

PubMed

Bürki, Audrey; Laganaro, Marina; Alario, F Xavier

2014-09-01

Speakers usually produce words in connected speech. In such contexts, the form in which many words are uttered is influenced by the phonological properties of neighboring words. The current article examines the representations and processes underlying the production of phonologically constrained word form variations. For this purpose, we consider determiners whose form is sensitive to phonological context (e.g., in English: a car vs. an animal; in French: le chien 'the dog' vs. l'âne 'the donkey'). Two hypotheses have been proposed regarding how these words are processed. Determiners either are thought to have different representations for each of their surface forms, or they are thought to have only 1 representation while other forms are generated online after selection through a rule-based process. We tested the predictions derived from these 2 views in 3 picture naming experiments. Participants named pictures using determiner-adjective-noun phrases (e.g., la nouvelle table 'the new table'). Phonologically consistent or inconsistent conditions were contrasted, based on the phonological onsets of the adjective and the noun. Results revealed shorter naming latencies for consistent than for inconsistent sequences (i.e., a phonological consistency effect) for all the determiner types tested. Our interpretation of these findings converges on the assumption that determiners with varying surface forms are represented in memory with multiple phonological-lexical representations. This conclusion is discussed in relation to models of determiner processing and models of lexical variability.

Altered brain activity for phonological manipulation in dyslexic Japanese children.

PubMed

Kita, Yosuke; Yamamoto, Hisako; Oba, Kentaro; Terasawa, Yuri; Moriguchi, Yoshiya; Uchiyama, Hitoshi; Seki, Ayumi; Koeda, Tatsuya; Inagaki, Masumi

2013-12-01

Because of unique linguistic characteristics, the prevalence rate of developmental dyslexia is relatively low in the Japanese language. Paradoxically, Japanese children have serious difficulty analysing phonological processes when they have dyslexia. Neurobiological deficits in Japanese dyslexia remain unclear and need to be identified, and may lead to better understanding of the commonality and diversity in the disorder among different linguistic systems. The present study investigated brain activity that underlies deficits in phonological awareness in Japanese dyslexic children using functional magnetic resonance imaging. We developed and conducted a phonological manipulation task to extract phonological processing skills and to minimize the influence of auditory working memory on healthy adults, typically developing children, and dyslexic children. Current experiments revealed that several brain regions participated in manipulating the phonological information including left inferior and middle frontal gyrus, left superior temporal gyrus, and bilateral basal ganglia. Moreover, dyslexic children showed altered activity in two brain regions. They showed hyperactivity in the basal ganglia compared with the two other groups, which reflects inefficient phonological processing. Hypoactivity in the left superior temporal gyrus was also found, suggesting difficulty in composing and processing phonological information. The altered brain activity shares similarity with those of dyslexic children in countries speaking alphabetical languages, but disparity also occurs between these two populations. These are initial findings concerning the neurobiological impairments in dyslexic Japanese children.

Altered brain activity for phonological manipulation in dyslexic Japanese children

PubMed Central

Yamamoto, Hisako; Oba, Kentaro; Terasawa, Yuri; Moriguchi, Yoshiya; Uchiyama, Hitoshi; Seki, Ayumi; Koeda, Tatsuya; Inagaki, Masumi

2013-01-01

Because of unique linguistic characteristics, the prevalence rate of developmental dyslexia is relatively low in the Japanese language. Paradoxically, Japanese children have serious difficulty analysing phonological processes when they have dyslexia. Neurobiological deficits in Japanese dyslexia remain unclear and need to be identified, and may lead to better understanding of the commonality and diversity in the disorder among different linguistic systems. The present study investigated brain activity that underlies deficits in phonological awareness in Japanese dyslexic children using functional magnetic resonance imaging. We developed and conducted a phonological manipulation task to extract phonological processing skills and to minimize the influence of auditory working memory on healthy adults, typically developing children, and dyslexic children. Current experiments revealed that several brain regions participated in manipulating the phonological information including left inferior and middle frontal gyrus, left superior temporal gyrus, and bilateral basal ganglia. Moreover, dyslexic children showed altered activity in two brain regions. They showed hyperactivity in the basal ganglia compared with the two other groups, which reflects inefficient phonological processing. Hypoactivity in the left superior temporal gyrus was also found, suggesting difficulty in composing and processing phonological information. The altered brain activity shares similarity with those of dyslexic children in countries speaking alphabetical languages, but disparity also occurs between these two populations. These are initial findings concerning the neurobiological impairments in dyslexic Japanese children. PMID:24052613

The Involvement of Occipital and Inferior Frontal Cortex in the Phonological Learning of Chinese Characters

PubMed Central

Deng, Yuan; Chou, Tai-li; Ding, Guo-sheng; Peng, Dan-ling; Booth, James R.

2016-01-01

Neural changes related to the learning of the pronunciation of Chinese characters in English speakers were examined using fMRI. We examined the item-specific learning effects for trained characters and the generalization of phonetic knowledge to novel transfer characters that shared a phonetic radical (part of a character that gives a clue to the whole character’s pronunciation) with trained characters. Behavioral results showed that shared phonetic information improved performance for transfer characters. Neuroimaging results for trained characters over learning found increased activation in the right lingual gyrus, and greater activation enhancement in the left inferior frontal gyrus (Brodmann’s area 44) was correlated with higher accuracy improvement. Moreover, greater activation for transfer characters in these two regions at the late stage of training was correlated with better knowledge of the phonetic radical in a delayed recall test. The current study suggests that the right lingual gyrus and the left inferior frontal gyrus are crucial for the learning of Chinese characters and the generalization of that knowledge to novel characters. Left inferior frontal gyrus is likely involved in phonological segmentation, whereas right lingual gyrus may subserve processing visual–orthographic information. PMID:20807053

Using Instructional Technology to Improve Preservice Teachers' Knowledge of Phonological Awareness

ERIC Educational Resources Information Center

Driver, Melissa K.; Pullen, Paige C.; Kennedy, Michael J.; Williams, Mira Cole; Ely, Emily

2014-01-01

Teacher understanding of phonological awareness (PA) and how to teach PA is related to student outcomes; however, many teachers have an inadequate understanding of PA. The purpose of this study is to describe an intervention intended to improve preservice teachers' understanding of PA, using an example of instructional technology called Content…

Letter Names and Phonological Awareness Help Children to Learn Letter-Sound Relations

ERIC Educational Resources Information Center

Cardoso-Martins, Claudia; Mesquita, Tereza Cristina Lara; Ehri, Linnea

2011-01-01

Two experimental training studies with Portuguese-speaking preschoolers in Brazil were conducted to investigate whether children benefit from letter name knowledge and phonological awareness in learning letter-sound relations. In Experiment 1, two groups of children were compared. The experimental group was taught the names of letters whose sounds…

The Phonological-Distributional Coherence Hypothesis: Cross-Linguistic Evidence in Language Acquisition

ERIC Educational Resources Information Center

Monaghan, Padraic; Christiansen, Morten H.; Chater, Nick

2007-01-01

Several phonological and prosodic properties of words have been shown to relate to differences between grammatical categories. Distributional information about grammatical categories is also a rich source in the child's language environment. In this paper we hypothesise that such cues operate in tandem for developing the child's knowledge about…

Nonword Repetition Problems in Children with Specific Language Impairment: A Deficit in Accessing Long-Term Linguistic Representations?

ERIC Educational Resources Information Center

Leclercq, Anne-Lise; Maillart, Christelle; Majerus, Steve

2013-01-01

Children with specific language impairment (SLI) consistently show poor nonword repetition (NWR) performance. However, the reason for these difficulties remains a matter of intensive debate. Nonword repetition is a complex psycholinguistic task that heavily relies upon phonological segmentation and phonological knowledge, and even lexical…

Structure of Preschool Phonological Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, and Phonemes.

ERIC Educational Resources Information Center

Anthony, Jason L.; Lonigan, Christopher J.; Burgess, Stephen R.; Driscoll, Kimberly; Phillips, Beth M.; Cantor, Brenlee G.

2002-01-01

This study examined relations among sensitivity to words, syllables, rhymes, and phonemes in older and younger preschoolers. Confirmatory factor analyses found that a one-factor model best explained the date from both groups of children. Only variance common to all phonological sensitivity skills was related to print knowledge and rudimentary…

The interaction between vocabulary size and phonotactic probability effects on children's production accuracy and fluency in nonword repetition.

PubMed

Edwards, Jan; Beckman, Mary E; Munson, Benjamin

2004-04-01

Adults' performance on a variety of tasks suggests that phonological processing of nonwords is grounded in generalizations about sublexical patterns over all known words. A small body of research suggests that children's phonological acquisition is similarly based on generalizations over the lexicon. To test this account, production accuracy and fluency were examined in nonword repetitions by 104 children and 22 adults. Stimuli were 22 pairs of nonwords, in which one nonword contained a low-frequency or unattested two-phoneme sequence and the other contained a high-frequency sequence. For a subset of these nonword pairs, segment durations were measured. The same sound was produced with a longer duration (less fluently) when it appeared in a low-frequency sequence, as compared to a high-frequency sequence. Low-frequency sequences were also repeated with lower accuracy than high-frequency sequences. Moreover, children with smaller vocabularies showed a larger influence of frequency on accuracy than children with larger vocabularies. Taken together, these results provide support for a model of phonological acquisition in which knowledge of sublexical units emerges from generalizations made over lexical items.

Metrical Phonology: German Sound System.

ERIC Educational Resources Information Center

Tice, Bradley S.

Metrical phonology, a linguistic process of phonological stress assessment and diagrammatic simplification of sentence and word stress, is discussed as it is found in the English and German languages. The objective is to promote use of metrical phonology as a tool for enhancing instruction in stress patterns in words and sentences, particularly in…

Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading

PubMed Central

Vanbinst, Kiran; Ansari, Daniel; Ghesquière, Pol; De Smedt, Bert

2016-01-01

In this article, we tested, using a 1-year longitudinal design, whether symbolic numerical magnitude processing or children’s numerical representation of Arabic digits, is as important to arithmetic as phonological awareness is to reading. Children completed measures of symbolic comparison, phonological awareness, arithmetic, reading at the start of third grade and the latter two were retested at the start of fourth grade. Cross-sectional and longitudinal correlations indicated that symbolic comparison was a powerful domain-specific predictor of arithmetic and that phonological awareness was a unique predictor of reading. Crucially, the strength of these independent associations was not significantly different. This indicates that symbolic numerical magnitude processing is as important to arithmetic development as phonological awareness is to reading and suggests that symbolic numerical magnitude processing is a good candidate for screening children at risk for developing mathematical difficulties. PMID:26942935

Executive and Phonological Processes in Second-Language Acquisition

ERIC Educational Resources Information Center

Engel de Abreu, Pascale M. J.; Gathercole, Susan E.

2012-01-01

This article reports a latent variable study exploring the specific links among executive processes of working memory, phonological short-term memory, phonological awareness, and proficiency in first (L1), second (L2), and third (L3) languages in 8- to 9-year-olds experiencing multilingual education. Children completed multiple L1-measures of…

Event-Related Potentials Reflecting the Processing of Phonological Constraint Violations

ERIC Educational Resources Information Center

Domahs, Ulrike; Kehrein, Wolfgang; Knaus, Johannes; Wiese, Richard; Schlesewsky, Matthias

2009-01-01

How are violations of phonological constraints processed in word comprehension? The present article reports the results of an event-related potentials (ERP) study on a phonological constraint of German that disallows identical segments within a syllable or word (CC[subscript i]VC[subscript i]). We examined three types of monosyllabic CCVC words:…

Cerebral Asymmetries in Early Orthographic and Phonological Reading Processes: Evidence from Backward Masking

ERIC Educational Resources Information Center

Halderman, Laura K.; Chiarello, Christine

2005-01-01

A lateralized backward masking paradigm was used to examine hemisphere differences in orthographic and phonological processes at an early time course of word recognition. Targets (e.g., bowl) were presented and backward masked by either pseudohomophones of the target word (orthographically and phonologically similar, e.g., BOAL), orthographically…

The phonological short-term store-rehearsal system: patterns of impairment and neural correlates.

PubMed

Vallar, G; Di Betta, A M; Silveri, M C

1997-06-01

Two left brain-damaged patients (L.A. and T.O.) with a selective impairment of auditory-verbal span are reported. Patient L.A. was unable to hold auditory-verbal material in the phonological store component of short-term memory. His performance was however normal on tasks requiring phonological judgements, which specifically involve the phonological output buffer component of the rehearsal process. He also showed some evidence that rehearsal contributed to the immediate retention of auditory-verbal material. Patient T.O. never made use of the rehearsal process in tasks assessing both immediate retention and the ability to make phonological judgements, but the memory capacity of the phonological short-term store was comparatively preserved. These contrasting patterns of impairment suggest that the phonological store component of verbal short-term memory was severely impaired in patient L.A., and spared, at least in part, in patient T.O. The rehearsal process was preserved in L.A., and primarily defective in T.O. The localisation of the lesions in the left hemisphere (L.A.: inferior parietal lobule, superior and middle temporal gyri; T.O.: sub-cortical premotor and rolandic regions, anterior insula) suggests that these two sub-components of phonological short-term memory have discrete anatomical correlates.

Effects of phonological contrast on auditory word discrimination in children with and without reading disability: A magnetoencephalography (MEG) study

PubMed Central

Wehner, Daniel T.; Ahlfors, Seppo P.; Mody, Maria

2007-01-01

Poor readers perform worse than their normal reading peers on a variety of speech perception tasks, which may be linked to their phonological processing abilities. The purpose of the study was to compare the brain activation patterns of normal and impaired readers on speech perception to better understand the phonological basis in reading disability. Whole-head magnetoencephalography (MEG) was recorded as good and poor readers, 7-13 years of age, performed an auditory word discrimination task. We used an auditory oddball paradigm in which the ‘deviant’ stimuli (/bat/, /kat/, /rat/) differed in the degree of phonological contrast (1 vs. 3 features) from a repeated standard word (/pat/). Both good and poor readers responded more slowly to deviants that were phonologically similar compared to deviants that were phonologically dissimilar to the standard word. Source analysis of the MEG data using Minimum Norm Estimation (MNE) showed that compared to good readers, poor readers had reduced left-hemisphere activation to the most demanding phonological condition reflecting their difficulties with phonological processing. Furthermore, unlike good readers, poor readers did not show differences in activation as a function of the degree of phonological contrast. These results are consistent with a phonological account of reading disability. PMID:17675109

The development of memory maintenance: children's use of phonological rehearsal and attentional refreshment in working memory tasks.

PubMed

Tam, Helen; Jarrold, Christopher; Baddeley, Alan D; Sabatos-DeVito, Maura

2010-11-01

Past research suggests that children begin to phonologically rehearse at around 7 years of age. Less is known regarding the development of refreshment, an attention-based maintenance mechanism. Therefore, the use of these two maintenance methods by 6- and 8-year-olds was assessed using memory span tasks that varied in their opportunities for maintenance activity. Experiment 1 showed that nonverbal processing impaired both groups' performance to similar extents. Experiment 2 employed phonologically similar or dissimilar memory items and compared the effects of verbal versus nonverbal processing on recall. Both groups showed evidence of phonological maintenance under nonverbal processing but not under verbal processing. Furthermore, nonverbal processing again impaired recall. Verbal processing was also more detrimental to performance in 8-year-olds than in 6-year-olds. Together, the results suggest that nonverbal processing impairs recall by obstructing refreshment and that developmental change in maintenance between 6 and 8 years of age consists primarily of an increase in phonological rehearsal. Copyright (c) 2010 Elsevier Inc. All rights reserved.

Articulation of Phonologically Similar Items Disrupts Free Recall of Nonwords

ERIC Educational Resources Information Center

Nishiyama, Ryoji; Ukita, Jun

2013-01-01

The present study sought to clarify whether phonological similarity of encoded information impairs free recall performance (the phonological similarity effect: PSE) for nonwords. Five experiments examined the influence of the encoding process on the PSE in a step-by-step fashion, by using lists that consisted of phonologically similar (decoy)…

Re-Evaluating the Time Course of Gender and Phonological Encoding during Silent Monitoring Tasks Estimated by ERP: Serial or Parallel Processing?

ERIC Educational Resources Information Center

Camen, Christian; Morand, Stephanie; Laganaro, Marina

2010-01-01

Neurolinguistic and psycholinguistic studies suggest that grammatical (gender) and phonological information are retrieved independently and that gender can be accessed before phonological information. This study investigated the relative time courses of gender and phonological encoding using topographic evoked potentials mapping methods.…

Modeling the Control of Phonological Encoding in Bilingual Speakers

ERIC Educational Resources Information Center

Roelofs, Ardi; Verhoef, Kim

2006-01-01

Phonological encoding is the process by which speakers retrieve phonemic segments for morphemes from memory and use the segments to assemble phonological representations of words to be spoken. When conversing in one language, bilingual speakers have to resist the temptation of encoding word forms using the phonological rules and representations of…

Probed Serial Recall in Williams Syndrome: Lexical Influences on Phonological Short-Term Memory

ERIC Educational Resources Information Center

Brock, Jan; McCormack, Teresa; Boucher, Jill

2005-01-01

Williams syndrome is a genetic disorder that, it has been claimed, results in an unusual pattern of linguistic strengths and weaknesses. The current study investigated the hypothesis that there is a reduced influence of lexical knowledge on phonological short-term memory in Williams syndrome. Fourteen children with Williams syndrome and 2…

Phonological Awareness and Language Intervention in Preschoolers from Low Socio-Economic Backgrounds: A Longitudinal Investigation

ERIC Educational Resources Information Center

O'Connor, Meghan; Arnott, Wendy; McIntosh, Beth; Dodd, Barbara

2009-01-01

This study examines the literacy outcomes for children from socially disadvantaged backgrounds who had received specific whole-class phonological awareness (PA) and language intervention in preschool. The participants were 57 children who had been involved in the original intervention study. Their PA skills, letter-sound knowledge, real word and…

Development of Phonological Awareness in down Syndrome: A Meta-Analysis and Empirical Study

ERIC Educational Resources Information Center

Naess, Kari-Anne B.

2016-01-01

Phonological awareness (PA) is the knowledge and understanding of the sound structure of language and is believed to be an important skill for the development of reading. This study explored PA skills in children with Down syndrome and matched typically developing (TD) controls using a dual approach: a meta-analysis of the existing international…

What do foreign neighbors say about the mental lexicon?*

PubMed Central

VITEVITCH, MICHAEL S.

2012-01-01

A corpus analysis of phonological word-forms shows that English words have few phonological neighbors that are Spanish words. Concomitantly, Spanish words have few phonological neighbors that are English words. These observations appear to undermine certain accounts of bilingual language processing, and have significant implications for the processing and representation of word-forms in bilinguals. PMID:23930081

Functional Connectivity in an fMRI Study of Semantic and Phonological Processes and the Effect of L-Dopa

ERIC Educational Resources Information Center

Tivarus, Madalina E.; Hillier, Ashleigh; Schmalbrock, Petra; Beversdorf, David Q.

2008-01-01

We describe an fMRI experiment examining the functional connectivity (FC) between regions of the brain associated with semantic and phonological processing. We wished to explore whether L-Dopa administration affects the interaction between language network components in semantic and phonological categorization tasks, as revealed by FC. We…

Developmental dyslexia and phonological processing in European Portuguese orthography.

PubMed

Moura, Octávio; Moreno, Joana; Pereira, Marcelino; Simões, Mário R

2015-02-01

This study analysed the performance of phonological processing, the diagnostic accuracy and the influence on reading in children who were native speakers of an orthography of intermediate depth. Portuguese children with developmental dyslexia (DD; N=24; aged 10-12 years), chronological age (CA)-matched controls (N=24; aged 10-12 years) and reading level (RL)-matched controls (N=24; aged 7-9 years) were tested on measures of phonological processing (phonological awareness, naming speed and verbal short-term memory) and reading. The results indicated that the children with DD performed significantly poorer in all measures compared with the CA and RL. Phonological awareness and naming speed showed a high accuracy (receiver operating characteristics curve analysis) for discriminating the children with DD from the CA and RL, whereas the presence of abnormally low scores in phonological awareness and naming speed was more frequent in the DD group than in the controls and the normative population. Hierarchical linear regression analyses revealed that phonological awareness was the most important predictor of all reading accuracy measures, whereas naming speed was particularly related to text reading fluency. Copyright © 2014 John Wiley & Sons, Ltd.

The relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia

PubMed Central

Law, Jeremy M.; Vandermosten, Maaike; Ghesquiere, Pol; Wouters, Jan

2014-01-01

This study investigated whether auditory, speech perception, and phonological skills are tightly interrelated or independently contributing to reading. We assessed each of these three skills in 36 adults with a past diagnosis of dyslexia and 54 matched normal reading adults. Phonological skills were tested by the typical threefold tasks, i.e., rapid automatic naming, verbal short-term memory and phonological awareness. Dynamic auditory processing skills were assessed by means of a frequency modulation (FM) and an amplitude rise time (RT); an intensity discrimination task (ID) was included as a non-dynamic control task. Speech perception was assessed by means of sentences and words-in-noise tasks. Group analyses revealed significant group differences in auditory tasks (i.e., RT and ID) and in phonological processing measures, yet no differences were found for speech perception. In addition, performance on RT discrimination correlated with reading but this relation was mediated by phonological processing and not by speech-in-noise. Finally, inspection of the individual scores revealed that the dyslexic readers showed an increased proportion of deviant subjects on the slow-dynamic auditory and phonological tasks, yet each individual dyslexic reader does not display a clear pattern of deficiencies across the processing skills. Although our results support phonological and slow-rate dynamic auditory deficits which relate to literacy, they suggest that at the individual level, problems in reading and writing cannot be explained by the cascading auditory theory. Instead, dyslexic adults seem to vary considerably in the extent to which each of the auditory and phonological factors are expressed and interact with environmental and higher-order cognitive influences. PMID:25071512

Impaired reading comprehension in schizophrenia: evidence for underlying phonological processing deficits.

PubMed

Arnott, Wendy; Sali, Lauren; Copland, David

2011-05-15

The present study examined reading ability in high functioning people with schizophrenia. To this end, 16 people with schizophrenia who were living in the community and 12 matched controls completed tests of passage reading (comprehension, accuracy, and rate), word recognition, and phonological processing (phonological awareness, phonological memory and rapid naming) and ratings of reading self-concept and practices. Performance of the participants with schizophrenia was impaired relative to control participants on reading comprehension and rapid naming and relative to the population norms on phonological awareness, and rapid naming. In addition, self-rating data revealed that participants with schizophrenia had poorer perceptions of their reading ability and engaged in reading activities less frequently than their control counterparts. Consistent with earlier research, significant correlations were found between phonological awareness and reading comprehension. These findings expand on previous research in the area to suggest that community-based individuals with schizophrenia experience problems with reading comprehension that may have a phonological basis. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Auditory processing, speech perception and phonological ability in pre-school children at high-risk for dyslexia: a longitudinal study of the auditory temporal processing theory.

PubMed

Boets, Bart; Wouters, Jan; van Wieringen, Astrid; Ghesquière, Pol

2007-04-09

This study investigates whether the core bottleneck of literacy-impairment should be situated at the phonological level or at a more basic sensory level, as postulated by supporters of the auditory temporal processing theory. Phonological ability, speech perception and low-level auditory processing were assessed in a group of 5-year-old pre-school children at high-family risk for dyslexia, compared to a group of well-matched low-risk control children. Based on family risk status and first grade literacy achievement children were categorized in groups and pre-school data were retrospectively reanalyzed. On average, children showing both increased family risk and literacy-impairment at the end of first grade, presented significant pre-school deficits in phonological awareness, rapid automatized naming, speech-in-noise perception and frequency modulation detection. The concurrent presence of these deficits before receiving any formal reading instruction, might suggest a causal relation with problematic literacy development. However, a closer inspection of the individual data indicates that the core of the literacy problem is situated at the level of higher-order phonological processing. Although auditory and speech perception problems are relatively over-represented in literacy-impaired subjects and might possibly aggravate the phonological and literacy problem, it is unlikely that they would be at the basis of these problems. At a neurobiological level, results are interpreted as evidence for dysfunctional processing along the auditory-to-articulation stream that is implied in phonological processing, in combination with a relatively intact or inconsistently impaired functioning of the auditory-to-meaning stream that subserves auditory processing and speech perception.

The development of the abilities to acquire novel detailed orthographic representations and maintain them in long-term memory.

PubMed

Binamé, Florence; Poncelet, Martine

2016-03-01

Previous studies have clearly demonstrated that the development of orthographic representations relies on phonological recoding. However, substantial questions persist about the remaining unexplained variance in the acquisition of word-specific orthographic knowledge that is still underspecified. The main aim of this study was to explore whether two cognitive factors-sensitivity to orthographic regularities and short-term memory (STM) for serial order-make independent contributions to the acquisition of novel orthographic representations beyond that of the phonological core component and the level of preexisting word-specific orthographic knowledge. To this end, we had children from second to sixth grades learn novel written word forms using a repeated spelling practice paradigm. The speed at which children learned the word forms and their long-term retention (1week and 1month later) were assessed. Hierarchical regression analyses revealed that phonological recoding, preexisting word-specific orthographic knowledge, and order STM explained a portion of the variance in orthographic learning speed, whereas phonological recoding, preexisting word-specific orthographic knowledge, and orthographic sensitivity each explained a portion of variance in the long-term retention of the newly created orthographic representations. A secondary aim of the study was to determine the developmental trajectory of the abilities to acquire novel orthographic word forms over the course of primary schooling. As expected, results showed an effect of age on both learning speed and long-term retention. The specific roles of orthographic sensitivity and order STM as independent factors involved in different steps of orthographic learning are discussed. Copyright © 2015 Elsevier Inc. All rights reserved.

Parallel Activation in Bilingual Phonological Processing

ERIC Educational Resources Information Center

Lee, Su-Yeon

2011-01-01

In bilingual language processing, the parallel activation hypothesis suggests that bilinguals activate their two languages simultaneously during language processing. Support for the parallel activation mainly comes from studies of lexical (word-form) processing, with relatively less attention to phonological (sound) processing. According to…

Learning metathesis: Evidence for syllable structure constraints.

PubMed

Finley, Sara

2017-02-01

One of the major questions in the cognitive science of language is whether the perceptual and phonological motivations for the rules and patterns that govern the sounds of language are a part of the psychological reality of grammatical representations. This question is particularly important in the study of phonological patterns - systematic constraints on the representation of sounds, because phonological patterns tend to be grounded in phonetic constraints. This paper focuses on phonological metathesis, which occurs when two adjacent sounds switch positions (e.g., ca st pronounced as ca ts ). While many cases of phonological metathesis appear to be motivated by constraints on syllable structure, it is possible that these metathesis patterns are merely artifacts of historical change, and do not represent the linguistic knowledge of the speaker (Blevins & Garrett, 1998). Participants who were exposed to a metathesis pattern that can be explained in terms of structural or perceptual improvement were less likely to generalize to metathesis patterns that did not show the same improvements. These results support a substantively biased theory in which phonological patterns are encoded in terms of structurally motivated constraints.

Learning metathesis: Evidence for syllable structure constraints

PubMed Central

Finley, Sara

2016-01-01

One of the major questions in the cognitive science of language is whether the perceptual and phonological motivations for the rules and patterns that govern the sounds of language are a part of the psychological reality of grammatical representations. This question is particularly important in the study of phonological patterns – systematic constraints on the representation of sounds, because phonological patterns tend to be grounded in phonetic constraints. This paper focuses on phonological metathesis, which occurs when two adjacent sounds switch positions (e.g., cast pronounced as cats). While many cases of phonological metathesis appear to be motivated by constraints on syllable structure, it is possible that these metathesis patterns are merely artifacts of historical change, and do not represent the linguistic knowledge of the speaker (Blevins & Garrett, 1998). Participants who were exposed to a metathesis pattern that can be explained in terms of structural or perceptual improvement were less likely to generalize to metathesis patterns that did not show the same improvements. These results support a substantively biased theory in which phonological patterns are encoded in terms of structurally motivated constraints. PMID:28082764

Test Review: Wagner, R. K., Torgesen, J. K., Rashotte, C. A., & Pearson, N. A., "Comprehensive Test of Phonological Processing-2nd Ed. (CTOPP-2)." Austin, Texas: Pro-Ed

ERIC Educational Resources Information Center

Dickens, Rachel H.; Meisinger, Elizabeth B.; Tarar, Jessica M.

2015-01-01

The Comprehensive Test of Phonological Processing-Second Edition (CTOPP-2; Wagner, Torgesen, Rashotte, & Pearson, 2013) is a norm-referenced test that measures phonological processing skills related to reading for individuals aged 4 to 24. According to its authors, the CTOPP-2 may be used to identify individuals who are markedly below their…

Early Contribution of Phonological Awareness and Later Influence of Phonological Memory throughout Reading Acquisition

ERIC Educational Resources Information Center

Nithart, Christelle; Demont, Elisabeth; Metz-Lutz, Marie-Noelle; Majerus, Steve; Poncelet, Martine; Leybaert, Jacqueline

2011-01-01

The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1-year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological…

Phonological Process and Accuracy Measures in Typically Developing Punjabi Speaking Children between 3-5 Years

ERIC Educational Resources Information Center

Kaur, Simran; John, Sunila; Veena, K. D.; Rajashekhar, B.

2013-01-01

Phonology is an area of linguistics that is concerned with the sounds of language. Since each language has its own unique system of sound patterns, there is a need to study phonological development in different languages. However, lack of published data necessitates the present study on phonological developmental pattern in Punjabi language…

White matter pathway supporting phonological encoding in speech production: a multi-modal imaging study of brain damage patients.

PubMed

Han, Zaizhu; Ma, Yujun; Gong, Gaolang; Huang, Ruiwang; Song, Luping; Bi, Yanchao

2016-01-01

In speech production, an important step before motor programming is the retrieval and encoding of the phonological elements of target words. It has been proposed that phonological encoding is supported by multiple regions in the left frontal, temporal and parietal regions and their underlying white matter, especially the left arcuate fasciculus (AF) or superior longitudinal fasciculus (SLF). It is unclear, however, whether the effects of AF/SLF are indeed related to phonological encoding for output and whether there are other white matter tracts that also contribute to this process. We comprehensively investigated the anatomical connectivity supporting phonological encoding in production by studying the relationship between the integrity of all major white matter tracts across the entire brain and phonological encoding deficits in a group of 69 patients with brain damage. The integrity of each white matter tract was measured both by the percentage of damaged voxels (structural imaging) and the mean fractional anisotropy value (diffusion tensor imaging). The phonological encoding deficits were assessed by various measures in two oral production tasks that involve phonological encoding: the percentage of nonword (phonological) errors in oral picture naming and the accuracy of word reading aloud with word comprehension ability regressed out. We found that the integrity of the left SLF in both the structural and diffusion tensor imaging measures consistently predicted the severity of phonological encoding impairment in the two phonological production tasks. Such effects of the left SLF on phonological production remained significant when a range of potential confounding factors were considered through partial correlation, including total lesion volume, demographic factors, lesions on phonological-relevant grey matter regions, or effects originating from the phonological perception or semantic processes. Our results therefore conclusively demonstrate the central role of the left SLF in phonological encoding in speech production.

Orthographic and Phonological Contributions to Reading Development: Tracking Developmental Trajectories Using Masked Priming

ERIC Educational Resources Information Center

Ziegler, Johannes C.; Bertrand, Daisy; Lété, Bernard; Grainger, Jonathan

2014-01-01

The present study used a variant of masked priming to track the development of 2 marker effects of orthographic and phonological processing from Grade 1 through Grade 5 in a cross-sectional study. Pseudohomophone (PsH) priming served as a marker for phonological processing, whereas transposed-letter (TL) priming was a marker for coarse-grained…

Evidence for a Preserved Sensitivity to Orthographic Redundancy and an Impaired Access to Phonological Syllables in French Developmental Dyslexics

ERIC Educational Resources Information Center

Doignon-Camus, Nadège; Seigneuric, Alix; Perrier, Emeline; Sisti, Aurélie; Zagar, Daniel

2013-01-01

To evaluate the orthographic and phonological processing skills of developmental dyslexics, we (a) examined their abilities to exploit properties of orthographic redundancy and (b) tested whether their phonological deficit extends to spelling-to-sound connections for large-grain size units such as syllables. To assess the processing skills in…

Written language impairments in primary progressive aphasia: a reflection of damage to central semantic and phonological processes.

PubMed

Henry, Maya L; Beeson, Pélagie M; Alexander, Gene E; Rapcsak, Steven Z

2012-02-01

Connectionist theories of language propose that written language deficits arise as a result of damage to semantic and phonological systems that also support spoken language production and comprehension, a view referred to as the "primary systems" hypothesis. The objective of the current study was to evaluate the primary systems account in a mixed group of individuals with primary progressive aphasia (PPA) by investigating the relation between measures of nonorthographic semantic and phonological processing and written language performance and by examining whether common patterns of cortical atrophy underlie impairments in spoken versus written language domains. Individuals with PPA and healthy controls were administered a language battery, including assessments of semantics, phonology, reading, and spelling. Voxel-based morphometry was used to examine the relation between gray matter volumes and language measures within brain regions previously implicated in semantic and phonological processing. In accordance with the primary systems account, our findings indicate that spoken language performance is strongly predictive of reading/spelling profile in individuals with PPA and suggest that common networks of critical left hemisphere regions support central semantic and phonological processes recruited for spoken and written language.

Investigating Predictors of Spelling Ability for Adults with Low Literacy Skills

PubMed Central

Talwar, Amani; Cote, Nicole Gilbert; Binder, Katherine S.

2014-01-01

This study examined whether the spelling abilities of adults with low literacy skills could be predicted by their phonological, orthographic, and morphological awareness. Sixty Adult Basic Education (ABE) students completed several literacy tasks. It was predicted that scores on phonological and orthographic tasks would explain variance in spelling scores, whereas scores on morphological tasks may not. Scores on all phonological tasks and on one orthographic task emerged as significant predictors of spelling scores. Additionally, error analyses revealed a limited influence of morphological knowledge in spelling attempts. Implications for ABE instruction are discussed. PMID:25364644

Sleep quality and communication aspects in children.

PubMed

de Castro Corrêa, Camila; José, Maria Renata; Andrade, Eduardo Carvalho; Feniman, Mariza Ribeiro; Fukushiro, Ana Paula; Berretin-Felix, Giédre; Maximino, Luciana Paula

2017-09-01

To correlate quality of life of children in terms of sleep, with their oral language skills, auditory processing and orofacial myofunctional aspects. Nineteen children (12 males and seven females, in the mean age 9.26) undergoing otorhinolaryngological and speech evaluations participated in this study. The OSA-18 questionnaire was applied, followed by verbal and nonverbal sequential memory tests, dichotic digit test, nonverbal dichotic test and Sustained Auditory Attention Ability Test, related to auditory processing. The Phonological Awareness Profile test, Rapid Automatized Naming and Phonological Working Memory were used for assessment of the phonological processing. Language was assessed by the ABFW Child Language Test, analyzing the phonological and lexical levels. Orofacial myofunctional aspects were evaluated through the MBGR Protocol. Statistical tests used: the Mann-Whitney Test, Fisher's exact test and Spearman Correlation. Relating the performance of children in all evaluations to the results obtained in the OSA-18, there was a statistically significant correlation in the phonological working memory for backward digits (p = 0.04); as well as in the breathing item (p = 0.03), posture of the mandible (p = 0.03) and mobility of lips (p = 0.04). A correlation was seen between the sleep quality of life and the skills related to the phonological processing, specifically in the phonological working memory in backward digits, and related to orofacial myofunctional aspects. Copyright © 2017 Elsevier B.V. All rights reserved.

Lexical Processing Deficits in Children with Developmental Language Disorder: An Event-Related Potentials Study

PubMed Central

Kornilov, Sergey A.; Magnuson, James S.; Rakhlin, Natalia; Landi, Nicole; Grigorenko, Elena L.

2015-01-01

Lexical processing deficits in children with developmental language disorder (DLD) have been postulated to arise as sequelae of their grammatical deficits (either directly or via compensatory mechanisms) and vice versa. We examined event-related potential indices of lexical processing in children with DLD (n = 23) and their typically developing peers (n = 16) using a picture–word matching paradigm. We found that children with DLD showed markedly reduced N400 amplitudes in response both to auditorily presented words that had initial phonological overlap with the name of the pictured object and to words that were not semantically or phonologically related to the pictured object. Moreover, this reduction was related to behavioral indices of phonological and lexical but not grammatical development. We also found that children with DLD showed a depressed phonological mapping negativity component in the early time window, suggesting deficits in phonological processing or early lexical access. The results are partially consistent with the overactivation account of lexical processing deficits in DLD and point to the relative functional independence of lexical/phonological and grammatical deficits in DLD, supporting a multidimensional view of the disorder. The results also, although indirectly, support the neuroplasticity account of DLD, according to which language impairment affects brain development and shapes the specific patterns of brain responses to language stimuli. PMID:25997765

Structural Principles or Frequency of Use? An ERP Experiment on the Learnability of Consonant Clusters

PubMed Central

Wiese, Richard; Orzechowska, Paula; Alday, Phillip M.; Ulbrich, Christiane

2017-01-01

Phonological knowledge of a language involves knowledge about which segments can be combined under what conditions. Languages vary in the quantity and quality of licensed combinations, in particular sequences of consonants, with Polish being a language with a large inventory of such combinations. The present paper reports on a two-session experiment in which Polish-speaking adult participants learned nonce words with final consonant clusters. The aim was to study the role of two factors which potentially play a role in the learning of phonotactic structures: the phonological principle of sonority (ordering sound segments within the syllable according to their inherent loudness) and the (non-) existence as a usage-based phenomenon. EEG responses in two different time windows (adversely to behavioral responses) show linguistic processing by native speakers of Polish to be sensitive to both distinctions, in spite of the fact that Polish is rich in sonority-violating clusters. In particular, a general learning effect in terms of an N400 effect was found which was demonstrated to be different for sonority-obeying clusters than for sonority-violating clusters. Furthermore, significant interactions of formedness and session, and of existence and session, demonstrate that both factors, the sonority principle and the frequency pattern, play a role in the learning process. PMID:28119642

The influence of visual and phonological features on the hemispheric processing of hierarchical Navon letters.

PubMed

Aiello, Marilena; Merola, Sheila; Lasaponara, Stefano; Pinto, Mario; Tomaiuolo, Francesco; Doricchi, Fabrizio

2018-01-31

The possibility of allocating attentional resources to the "global" shape or to the "local" details of pictorial stimuli helps visual processing. Investigations with hierarchical Navon letters, that are large "global" letters made up of small "local" ones, consistently demonstrate a right hemisphere advantage for global processing and a left hemisphere advantage for local processing. Here we investigated how the visual and phonological features of the global and local components of Navon letters influence these hemispheric advantages. In a first study in healthy participants, we contrasted the hemispheric processing of hierarchical letters with global and local items competing for response selection, to the processing of hierarchical letters in which a letter, a false-letter conveying no phonological information or a geometrical shape presented at the unattended level did not compete for response selection. In a second study, we investigated the hemispheric processing of hierarchical stimuli in which global and local letters were both visually and phonologically congruent (e.g. large uppercase G made of smaller uppercase G), visually incongruent and phonologically congruent (e.g. large uppercase G made of small lowercase g) or visually incongruent and phonologically incongruent (e.g. large uppercase G made of small lowercase or uppercase M). In a third study, we administered the same tasks to a right brain damaged patient with a lesion involving pre-striate areas engaged by global processing. The results of the first two experiments showed that the global abilities of the left hemisphere are limited because of its strong susceptibility to interference from local letters even when these are irrelevant to the task. Phonological features played a crucial role in this interference because the interference was entirely maintained also when letters at the global and local level were presented in different uppercase vs. lowercase formats. In contrast, when local features conveyed no phonological information, the left hemisphere showed preserved global processing abilities. These findings were supported by the study of the right brain damaged patient. These results offer a new look at the hemispheric dominance in the attentional processing of the global and local levels of hierarchical stimuli. Copyright © 2017 Elsevier Ltd. All rights reserved.

Long-Term Outcome of Oral Language and Phonological Awareness Intervention with Socially Disadvantaged Preschoolers: The Impact on Language and Literacy

ERIC Educational Resources Information Center

Henning, Caroline; McIntosh, Beth; Arnott, Wendy; Dodd, Barbara

2010-01-01

Early intervention aims to prevent poor literacy outcomes associated with social disadvantage. This study examined whether the short-term positive effect of a preschool classroom-based oral language and phonological awareness (PA) programme was maintained and transferred to literacy 2 years later. The vocabulary knowledge, grammatical skill,…

Beyond the Total Score: A Preliminary Investigation into the Types of Phonological Awareness Errors Made by First Graders

ERIC Educational Resources Information Center

Hayward, Denyse V.; Annable, Caitlin D.; Fung, Jennifer E.; Williamson, Robert D.; Lovell-Johnston, Meridith A.; Phillips, Linda M.

2017-01-01

Current phonological awareness assessment procedures consider only the total score a child achieves. Such an approach may result in children who achieve the same total score receiving the same instruction even though the configuration of their errors represent fundamental knowledge differences. The purpose of this study was to develop a tool for…

Name Writing but not Environmental Print Recognition Is Related to Letter-Sound Knowledge and Phonological Awareness in Pre-Readers

ERIC Educational Resources Information Center

Blair, Rebecca; Savage, Robert

2006-01-01

This paper reports a study exploring the associations between measures of two levels of phonological representation: recognition (epi-linguistic) and production (meta-linguistic) tasks, and very early reading and writing skills. Thirty-eight pre-reading Ottawa-area children, aged 4-5 years, named environmental print (EP), wrote their own name,…

Understanding the Contributions of Prosodic Phonology to Morphological Development: Implications for Children with Specific Language Impairment

ERIC Educational Resources Information Center

Demuth, Katherine; Tomas, Ekaterina

2016-01-01

A growing body of research with typically developing children has begun to show that the acquisition of grammatical morphemes interacts not only with a developing knowledge of syntax, but also with developing abilities at the interface with prosodic phonology. In particular, a Prosodic Licensing approach to these issues provides a framework for…

Rhyming Words and Onset-Rime Constituents: An Inquiry into Structural Breaking Points and Emergent Boundaries in the Syllable

ERIC Educational Resources Information Center

Geudens, Astrid; Sandra, Dominiek; Martensen, Heike

2005-01-01

Geudens and Sandra, in their 2003 study, investigated the special role of onsets and rimes in Dutch-speaking children's explicit phonological awareness. In the current study, we tapped implicit phonological knowledge using forced-choice similarity judgment (Experiment 1) and recall of syllable lists (Experiment 2). In Experiment 1, Dutch-speaking…

Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls

PubMed Central

Moll, Kristina; Snowling, Margaret J.; Göbel, Silke M.; Hulme, Charles

2015-01-01

Two important foundations for learning are language and executive skills. Data from a longitudinal study tracking the development of 93 children at family-risk of dyslexia and 76 controls was used to investigate the influence of these skills on the development of arithmetic. A two-group longitudinal path model assessed the relationships between language and executive skills at 3–4 years, verbal number skills (counting and number knowledge) and phonological processing skills at 4–5 years, and written arithmetic in primary school. The same cognitive processes accounted for variability in arithmetic skills in both groups. Early language and executive skills predicted variations in preschool verbal number skills, which in turn, predicted arithmetic skills in school. In contrast, phonological awareness was not a predictor of later arithmetic skills. These results suggest that verbal and executive processes provide the foundation for verbal number skills, which in turn influence the development of formal arithmetic skills. Problems in early language development may explain the comorbidity between reading and mathematics disorder. PMID:26412946

Orthographic and phonological preview benefits: parafoveal processing in skilled and less-skilled deaf readers.

PubMed

Bélanger, Nathalie N; Mayberry, Rachel I; Rayner, Keith

2013-01-01

Many deaf individuals do not develop the high-level reading skills that will allow them to fully take part into society. To attempt to explain this widespread difficulty in the deaf population, much research has honed in on the use of phonological codes during reading. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers, though not well supported, still lingers in the literature. We investigated skilled and less-skilled adult deaf readers' processing of orthographic and phonological codes in parafoveal vision during reading by monitoring their eye movements and using the boundary paradigm. Orthographic preview benefits were found in early measures of reading for skilled hearing, skilled deaf, and less-skilled deaf readers, but only skilled hearing readers processed phonological codes in parafoveal vision. Crucially, skilled and less-skilled deaf readers showed a very similar pattern of preview benefits during reading. These results support the notion that reading difficulties in deaf adults are not linked to their failure to activate phonological codes during reading.

Trajectories Emerging from Discrete versus Continuous Processing Models in Phonological Competitor Tasks: A Commentary on Spivey, Grosjean, and Knoblich (2005)

ERIC Educational Resources Information Center

Van Der Wel, Robrecht P. R. D.; Eder, Jeffrey R.; Mitchel, Aaron D.; Walsh, Matthew M.; Rosenbaum, David A.

2009-01-01

M. J. Spivey, M. Grosjean, and G. Knoblich (2005) showed that in a phonological competitor task, participants' mouse cursor movements showed more curvature toward the competitor item when the competitor and target were phonologically similar than when the competitor and target were phonologically dissimilar. Spivey et al. interpreted this result…

Repeating with the right hemisphere: reduced interactions between phonological and lexical-semantic systems in crossed aphasia?

PubMed Central

De-Torres, Irene; Dávila, Guadalupe; Berthier, Marcelo L.; Walsh, Seán Froudist; Moreno-Torres, Ignacio; Ruiz-Cruces, Rafael

2013-01-01

Knowledge on the patterns of repetition amongst individuals who develop language deficits in association with right hemisphere lesions (crossed aphasia) is very limited. Available data indicate that repetition in some crossed aphasics experiencing phonological processing deficits is not heavily influenced by lexical-semantic variables (lexicality, imageability, and frequency) as is regularly reported in phonologically-impaired cases with left hemisphere damage. Moreover, in view of the fact that crossed aphasia is rare, information on the role of right cortical areas and white matter tracts underpinning language repetition deficits is scarce. In this study, repetition performance was assessed in two patients with crossed conduction aphasia and striatal/capsular vascular lesions encompassing the right arcuate fasciculus (AF) and inferior frontal-occipital fasciculus (IFOF), the temporal stem and the white matter underneath the supramarginal gyrus. Both patients showed lexicality effects repeating better words than non-words, but manipulation of other lexical-semantic variables exerted less influence on repetition performance. Imageability and frequency effects, production of meaning-based paraphrases during sentence repetition, or better performance on repeating novel sentences than overlearned clichés were hardly ever observed in these two patients. In one patient, diffusion tensor imaging disclosed damage to the right long direct segment of the AF and IFOF with relative sparing of the anterior indirect and posterior segments of the AF, together with fully developed left perisylvian white matter pathways. These findings suggest that striatal/capsular lesions extending into the right AF and IFOF in some individuals with right hemisphere language dominance are associated with atypical repetition patterns which might reflect reduced interactions between phonological and lexical-semantic processes. PMID:24151460

Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge

PubMed Central

Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Powell, Sarah R.; Schumacher, Robin F.; Hamlett, Carol L.; Vernier, Emily; Namkung, Jessica M.; Vukovic, Rose K.

2012-01-01

The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n=279; mean age=7.59 yrs) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd grade. Multilevel path analysis, controlling for instructional effects associated with the sequence of classrooms in which students were nested across grades 2–3, indicated arithmetic calculations and word problems are foundational to pre-algebraic knowledge. Also, results revealed direct contributions of nonverbal reasoning and oral language to pre-algebraic knowledge, beyond indirect effects that are mediated via arithmetic calculations and word problems. By contrast, attentive behavior, phonological processing, and processing speed contributed to pre-algebraic knowledge only indirectly via arithmetic calculations and word problems. PMID:22409764

Do statistical segmentation abilities predict lexical-phonological and lexical-semantic abilities in children with and without SLI?

PubMed Central

Mainela-Arnold, Elina; Evans, Julia L.

2014-01-01

This study tested the predictions of the procedural deficit hypothesis by investigating the relationship between sequential statistical learning and two aspects of lexical ability, lexical-phonological and lexical-semantic, in children with and without specific language impairment (SLI). Participants included 40 children (ages 8;5–12;3), 20 children with SLI and 20 with typical development. Children completed Saffran’s statistical word segmentation task, a lexical-phonological access task (gating task), and a word definition task. Poor statistical learners were also poor at managing lexical-phonological competition during the gating task. However, statistical learning was not a significant predictor of semantic richness in word definitions. The ability to track statistical sequential regularities may be important for learning the inherently sequential structure of lexical-phonology, but not as important for learning lexical-semantic knowledge. Consistent with the procedural/declarative memory distinction, the brain networks associated with the two types of lexical learning are likely to have different learning properties. PMID:23425593

Word learning in adults with second-language experience: effects of phonological and referent familiarity.

PubMed

Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

2013-04-01

The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar versus unfamiliar referents and whether successful word learning is associated with increased second-language experience. Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically familiar novel words (constructed using English sounds) or phonologically unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition task. A median-split procedure identified high-ability and low-ability word learners in each condition, and the two groups were compared on measures of second-language experience. Findings suggest that the ability to accurately match newly learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: in which phonologically unfamiliar novel words were paired with familiar referents. Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults.

Word learning in adults with second language experience: Effects of phonological and referent familiarity

PubMed Central

Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

2014-01-01

Purpose The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar vs. unfamiliar referents, and whether successful word-learning is associated with increased second-language experience. Method Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically-familiar novel words (constructed using English sounds) or phonologically-unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition-task. A median-split procedure identified high-ability and low-ability word-learners in each condition, and the two groups were compared on measures of second-language experience. Results Findings suggest that the ability to accurately match newly-learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: Where phonologically-unfamiliar novel words were paired with familiar referents. Conclusions Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents, and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults. PMID:22992709

Metalinguistic awareness and reading performance: a cross language comparison.

PubMed

Ibrahim, Raphiq; Eviatar, Zohar; Aharon-Peretz, Judith

2007-07-01

The study examined two questions: (1) do the greater phonological awareness skills of billinguals affect reading performance; (2) to what extent do the orthographic characteristics of a language influence reading performance and how does this interact with the effects of phonological awareness. We estimated phonological metalinguistic abilities and reading measures in three groups of first graders: monolingual Hebrew speakers, bilingual Russian-Hebrew speakers, and Arabic-speaking children. We found that language experience affects phonological awareness, as both Russian-Hebrew bilinguals and the Arabic speakers achieved higher scores on metalinguistic tests than Hebrew speakers. Orthography affected reading measures and their correlation with phonological abilitites. Children reading Hebrew showed better text reading ability and significant correlations between phonological awareness and reading scores. Children reading Arabic showed a slight advantage in single word and nonword reading over the two Hebrew reading groups, and very weak relationships between phonological abilities and reading performance. We conclude that native Arabic speakers have more difficulty in processing Arabic orthography than Hebrew monolinguals and bilinguals have in processing Hebrew orthography, and suggest that this is due to the additional visual complexity of Arabic orthography.

"Non-Vocalization": A Phonological Error Process in the Speech of Severely and Profoundly Hearing Impaired Adults, from the Point of View of the Theory of Phonology as Human Behaviour

ERIC Educational Resources Information Center

Halpern, Orly; Tobin, Yishai

2008-01-01

"Non-vocalization" (N-V) is a newly described phonological error process in hearing impaired speakers. In N-V the hearing impaired person actually articulates the phoneme but without producing a voice. The result is an error process looking as if it is produced but sounding as if it is omitted. N-V was discovered by video recording the speech of…

Measurements of auditory-verbal STM span in aphasia: effects of item, task, and lexical impairment.

PubMed

Martin, Nadine; Ayala, Jennifer

2004-06-01

In the first part of this study, we investigated effects of item and task type on span performance in a group of aphasic individuals with word processing and STM deficits. Group analyses revealed significant effects of item on span performance with span being greater for digits than for words. We also investigated associations between subjects' lexical-semantic and phonological processing abilities and performance on four measures of verbal span (digit and word span, each varied for type of response, verbal vs. pointing) as well as one measure of nonverbal span. We predicted and found that the patterns of association between verbal span tasks and lexical abilities reflected the integrity of language processes and representations deployed in each paradigm used to assess span. Performance on the pointing span task, which engages both lexical-semantic and phonological processes, correlated with measures of both lexical-semantic and phonological abilities. Performance on repetition span, which engages primarily input and output phonological processes, correlated with measures of phonological abilities but not measures of lexical-semantic abilities. However, when partial correlations were performed for two subject groups based on their relative preservation of lexical-semantic ability (less or more than phonological ability), repetition span correlated with lexical-semantic measures only in the subgroup with relatively impaired lexical-semantics. Additionally, performance on the nonverbal span task correlated with measures of phonological abilities, suggesting either a general cognitive deficit affecting verbal and nonverbal STM or possibly, the use of a verbal strategy to perform this task. Our discussion focuses on the interpretation of span measurements in clinical practice and research, as well as the implications of these data for theories of short-term memory and word processing.

Associations between musical abilities and precursors of reading in preschool aged children

PubMed Central

Degé, Franziska; Kubicek, Claudia; Schwarzer, Gudrun

2015-01-01

The association between music and language, in particular, the overlap in their processing results in the possibility to use one domain for the enhancement of the other. Especially in the preschool years music may be a valuable tool to train language abilities (e.g., precursors of reading). Therefore, detailed knowledge about associations between musical abilities and precursors of reading can be of great use for designing future music intervention studies that target language-related abilities. Hence, the present study investigated the association between music perception as well as music production and precursors of reading. Thereby, not only phonological awareness, the mostly studied precursor of reading, was investigated, but also other precursors were examined. We assessed musical abilities (production and perception) and precursors of reading (phonological awareness, working memory, and rapid retrieval from long-term memory) in 55 preschoolers (27 boys). Fluid intelligence was measured and controlled in the analyses. Results showed that phonological awareness, working memory, and rapid retrieval from long-term memory were related to music perception as well as to music production. Our data suggest that several precursors of reading were associated with music perception as well as music production. PMID:26347687

The influence of (central) auditory processing disorder in speech sound disorders.

PubMed

Barrozo, Tatiane Faria; Pagan-Neves, Luciana de Oliveira; Vilela, Nadia; Carvallo, Renata Mota Mamede; Wertzner, Haydée Fiszbein

2016-01-01

Considering the importance of auditory information for the acquisition and organization of phonological rules, the assessment of (central) auditory processing contributes to both the diagnosis and targeting of speech therapy in children with speech sound disorders. To study phonological measures and (central) auditory processing of children with speech sound disorder. Clinical and experimental study, with 21 subjects with speech sound disorder aged between 7.0 and 9.11 years, divided into two groups according to their (central) auditory processing disorder. The assessment comprised tests of phonology, speech inconsistency, and metalinguistic abilities. The group with (central) auditory processing disorder demonstrated greater severity of speech sound disorder. The cutoff value obtained for the process density index was the one that best characterized the occurrence of phonological processes for children above 7 years of age. The comparison among the tests evaluated between the two groups showed differences in some phonological and metalinguistic abilities. Children with an index value above 0.54 demonstrated strong tendencies towards presenting a (central) auditory processing disorder, and this measure was effective to indicate the need for evaluation in children with speech sound disorder. Copyright © 2015 Associação Brasileira de Otorrinolaringologia e Cirurgia Cérvico-Facial. Published by Elsevier Editora Ltda. All rights reserved.

Modeling the Early Paths of Phonological Awareness and Factors Supporting Its Development in Children with and without Familial Risk of Dyslexia

ERIC Educational Resources Information Center

Torppa, Minna; Poikkeus, Anna-Maija; Laakso, Marja-Leena; Tolvanen, Asko; Leskinen, Esko; Leppanen, Paavo H. T.; Puolakanaho, Anne; Lyytinen, Heikki

2007-01-01

The development of phonological awareness (PA) before school age was modeled in association with the development of vocabulary and letter knowledge, home literacy environment (HLE), children's reading interest, and beginning reading skill in children with and without familial risk of dyslexia. A total of 186 children were followed from birth to…

The processing of English regular inflections: Phonological cues to morphological structure

PubMed Central

Post, Brechtje; Marslen-Wilson, William D.; Randall, Billi; Tyler, Lorraine K.

2008-01-01

Previous studies suggest that different neural and functional mechanisms are involved in the analysis of irregular (caught) and regular (filled) past tense forms in English. In particular, the comprehension and production of regular forms is argued to require processes of morpho-phonological assembly and disassembly, analysing these forms into a stem plus an inflectional affix (e.g., {fill} + {-ed}), as opposed to irregular forms, which do not have an overt stem + affix structure and must be analysed as full forms [Marslen-Wilson, W. D., & Tyler, L. K. (1997). Dissociating types of mental computation. Nature, 387, 592–594; Marslen-Wilson, W. D., & Tyler, L. K. (1998). Rules, representations, and the English past tense. Trends in Cognitive Science, 2, 428–435]. On this account, any incoming string that shows the critical diagnostic properties of an inflected form – a final coronal consonant (/t/, /d/, /s/, /z/) that agrees in voicing with the preceding segment as in filled, mild, or nilled – will automatically trigger an attempt at segmentation. We report an auditory speeded judgment experiment which explored the contribution of these critical morpho-phonological properties (labelled as the English inflectional rhyme pattern) to the processing of English regular inflections. The results show that any stimulus that can be interpreted as ending in a regular inflection, whether it is a real inflection (filled–fill), a pseudo-inflection (mild–mile) or a phonologically matched nonword (nilled–nill), is responded to more slowly than an unambiguously monomorphemic stimulus pair (e.g., belt–bell). This morpho-phonological effect was independent of phonological effects of voicing and syllabicity. The findings are interpreted as evidence for a basic morpho-phonological parsing process that applies to all items with the criterial phonological properties. PMID:18834584

Universal and language-specific sublexical cues in speech perception: a novel electroencephalography-lesion approach.

PubMed

Obrig, Hellmuth; Mentzel, Julia; Rossi, Sonja

2016-06-01

SEE CAPPA DOI101093/BRAIN/AWW090 FOR A SCIENTIFIC COMMENTARY ON THIS ARTICLE  : The phonological structure of speech supports the highly automatic mapping of sound to meaning. While it is uncontroversial that phonotactic knowledge acts upon lexical access, it is unclear at what stage these combinatorial rules, governing phonological well-formedness in a given language, shape speech comprehension. Moreover few studies have investigated the neuronal network affording this important step in speech comprehension. Therefore we asked 70 participants-half of whom suffered from a chronic left hemispheric lesion-to listen to 252 different monosyllabic pseudowords. The material models universal preferences of phonotactic well-formedness by including naturally spoken pseudowords and digitally reversed exemplars. The latter partially violate phonological structure of all human speech and are rich in universally dispreferred phoneme sequences while preserving basic auditory parameters. Language-specific constraints were modelled in that half of the naturally spoken pseudowords complied with the phonotactics of the native language of the monolingual participants (German) while the other half did not. To ensure universal well-formedness and naturalness, the latter stimuli comply with Slovak phonotactics and all stimuli were produced by an early bilingual speaker. To maximally attenuate lexico-semantic influences, transparent pseudowords were avoided and participants had to detect immediate repetitions, a task orthogonal to the contrasts of interest. The results show that phonological 'well-formedness' modulates implicit processing of speech at different levels: universally dispreferred phonological structure elicits early, medium and late latency differences in the evoked potential. On the contrary, the language-specific phonotactic contrast selectively modulates a medium latency component of the event-related potentials around 400 ms. Using a novel event-related potential-lesion approach allowed us to furthermore supply first evidence that implicit processing of these different phonotactic levels relies on partially separable brain areas in the left hemisphere: contrasting forward to reversed speech the approach delineated an area comprising supramarginal and angular gyri. Conversely, the contrast between legal versus illegal phonotactics consistently projected to anterior and middle portions of the middle temporal and superior temporal gyri. Our data support the notion that phonological structure acts on different stages of phonologically and lexically driven steps of speech comprehension. In the context of previous work we propose context-dependent sensitivity to different levels of phonotactic well-formedness. © The Author (2016). Published by Oxford University Press on behalf of the Guarantors of Brain. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

The Role of Left Occipitotemporal Cortex in Reading: Reconciling Stimulus, Task, and Lexicality Effects

PubMed Central

Humphries, Colin; Desai, Rutvik H.; Seidenberg, Mark S.; Osmon, David C.; Stengel, Ben C.; Binder, Jeffrey R.

2013-01-01

Although the left posterior occipitotemporal sulcus (pOTS) has been called a visual word form area, debate persists over the selectivity of this region for reading relative to general nonorthographic visual object processing. We used high-resolution functional magnetic resonance imaging to study left pOTS responses to combinatorial orthographic and object shape information. Participants performed naming and visual discrimination tasks designed to encourage or suppress phonological encoding. During the naming task, all participants showed subregions within left pOTS that were more sensitive to combinatorial orthographic information than to object information. This difference disappeared, however, when phonological processing demands were removed. Responses were stronger to pseudowords than to words, but this effect also disappeared when phonological processing demands were removed. Subregions within the left pOTS are preferentially activated when visual input must be mapped to a phonological representation (i.e., a name) and particularly when component parts of the visual input must be mapped to corresponding phonological elements (consonant or vowel phonemes). Results indicate a specialized role for subregions within the left pOTS in the isomorphic mapping of familiar combinatorial visual patterns to phonological forms. This process distinguishes reading from picture naming and accounts for a wide range of previously reported stimulus and task effects in left pOTS. PMID:22505661

Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial

PubMed Central

Flaugnacco, Elena; Lopez, Luisa; Terribili, Chiara; Montico, Marcella; Zoia, Stefania; Schön, Daniele

2015-01-01

There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs. Trial Registration ClinicalTrials.gov NCT02316873 PMID:26407242

Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial.

PubMed

Flaugnacco, Elena; Lopez, Luisa; Terribili, Chiara; Montico, Marcella; Zoia, Stefania; Schön, Daniele

2015-01-01

There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs.Trial Registration: ClinicalTrials.gov NCT02316873

Early Parallel Activation of Semantics and Phonology in Picture Naming: Evidence from a Multiple Linear Regression MEG Study

PubMed Central

Miozzo, Michele; Pulvermüller, Friedemann; Hauk, Olaf

2015-01-01

The time course of brain activation during word production has become an area of increasingly intense investigation in cognitive neuroscience. The predominant view has been that semantic and phonological processes are activated sequentially, at about 150 and 200–400 ms after picture onset. Although evidence from prior studies has been interpreted as supporting this view, these studies were arguably not ideally suited to detect early brain activation of semantic and phonological processes. We here used a multiple linear regression approach to magnetoencephalography (MEG) analysis of picture naming in order to investigate early effects of variables specifically related to visual, semantic, and phonological processing. This was combined with distributed minimum-norm source estimation and region-of-interest analysis. Brain activation associated with visual image complexity appeared in occipital cortex at about 100 ms after picture presentation onset. At about 150 ms, semantic variables became physiologically manifest in left frontotemporal regions. In the same latency range, we found an effect of phonological variables in the left middle temporal gyrus. Our results demonstrate that multiple linear regression analysis is sensitive to early effects of multiple psycholinguistic variables in picture naming. Crucially, our results suggest that access to phonological information might begin in parallel with semantic processing around 150 ms after picture onset. PMID:25005037

Relationships among cognitive deficits and component skills of reading in younger and older students with developmental dyslexia.

PubMed

Park, Heeyoung; Lombardino, Linda J

2013-09-01

Processing speed deficits along with phonological awareness deficits have been identified as risk factors for dyslexia. This study was designed to examine the behavioral profiles of two groups, a younger (6-8 years) and an older (10-15 years) group of dyslexic children for the purposes of (1) evaluating the degree to which phonological awareness and processing speed deficits occur in the two developmental cohorts; (2) determining the strength of relationships between the groups' respective mean scores on cognitive tasks of phonological awareness and processing speed and their scores on component skills of reading; and (3) evaluating the degree to which phonological awareness and processing speed serve as concurrent predictors of component reading skills for each group. The mean scaled scores for both groups were similar on all but one processing speed task. The older group was significantly more depressed on a visual matching test of attention, scanning, and speed. Correlations between reading skills and the cognitive constructs were very similar for both age-groups. Neither of the two phonological awareness tasks correlated with either of the two processing speed tasks or with any of the three measures of reading. One of the two processing speed measures served as a concurrent predictor of word- and text-level reading in the younger, however, only the rapid naming measure functioned as a concurrent predictor of word reading in the older group. Conversely, phonological processing measures did not serve as concurrent predictors for word-level or text-level reading in either of the groups. Descriptive analyses of individual subjects' deficits in the domains of phonological awareness and processing speed revealed that (1) both linguistic and nonlinguistic processing speed deficits in the younger dyslexic children occurred at higher rates than deficits in phonological awareness and (2) cognitive deficits within and across these two domains were greater in the older dyslexic children. Our findings underscore the importance of using rapid naming measures when testing school-age children suspected of having a reading disability and suggest that processing speed measures that do not reply on verbal responses may serve as predictors of reading disability in young children prior to their development of naming automaticity. Copyright © 2013 Elsevier Ltd. All rights reserved.

The right posterior inferior frontal gyrus contributes to phonological word decisions in the healthy brain: evidence from dual-site TMS.

PubMed

Hartwigsen, Gesa; Price, Cathy J; Baumgaertner, Annette; Geiss, Gesine; Koehnke, Maria; Ulmer, Stephan; Siebner, Hartwig R

2010-08-01

There is consensus that the left hemisphere plays a dominant role in language processing, but functional imaging studies have shown that the right as well as the left posterior inferior frontal gyri (pIFG) are activated when healthy right-handed individuals make phonological word decisions. Here we used online transcranial magnetic stimulation (TMS) to examine the functional relevance of the right pIFG for auditory and visual phonological decisions. Healthy right-handed individuals made phonological or semantic word judgements on the same set of auditorily and visually presented words while they received stereotactically guided TMS over the left, right or bilateral pIFG (n=14) or the anterior left, right or bilateral IFG (n=14). TMS started 100ms after word onset and consisted of four stimuli given at a rate of 10Hz and intensity of 90% of active motor threshold. Compared to TMS of aIFG, TMS of pIFG impaired reaction times and accuracy of phonological but not semantic decisions for visually and auditorily presented words. TMS over left, right or bilateral pIFG disrupted phonological processing to a similar degree. In a follow-up experiment, the intensity threshold for delaying phonological judgements was identical for unilateral TMS of left and right pIFG. These findings indicate that an intact function of right pIFG is necessary for accurate and efficient phonological decisions in the healthy brain with no evidence that the left and right pIFG can compensate for one another during online TMS. Our findings motivate detailed studies of phonological processing in patients with acute and chronic damage of the right pIFG. Copyright (c) 2010 Elsevier Ltd. All rights reserved.

Rapid Automatized Naming in Children with Dyslexia: Is Inhibitory Control Involved?

PubMed

Bexkens, Anika; van den Wildenberg, Wery P M; Tijms, Jurgen

2015-08-01

Rapid automatized naming (RAN) is widely seen as an important indicator of dyslexia. The nature of the cognitive processes involved in rapid naming is however still a topic of controversy. We hypothesized that in addition to the involvement of phonological processes and processing speed, RAN is a function of inhibition processes, in particular of interference control. A total 86 children with dyslexia and 31 normal readers were recruited. Our results revealed that in addition to phonological processing and processing speed, interference control predicts rapid naming in dyslexia, but in contrast to these other two cognitive processes, inhibition is not significantly associated with their reading and spelling skills. After variance in reading and spelling associated with processing speed, interference control and phonological processing was partialled out, naming speed was no longer consistently associated with the reading and spelling skills of children with dyslexia. Finally, dyslexic children differed from normal readers on naming speed, literacy skills, phonological processing and processing speed, but not on inhibition processes. Both theoretical and clinical interpretations of these results are discussed. Copyright © 2014 John Wiley & Sons, Ltd.

An exploratory study of phonological awareness and working memory differences and literacy performance of people that use AAC.

PubMed

Gómez Taibo, María Luisa; Vieiro Iglesias, Pilar; González Raposo, María del Salvador; Sotillo Méndez, María

2010-11-01

Twelve cerebral palsied adolescents and young adults with complex communicative needs who used augmentative and alternative communication were studied. They were classified according to their working memory capacity (high vs. low) into two groups of 6 participants. They were also divided into two groups of 6 participants according to their high vs. low phonological skills. These groups were compared on their performance in reading tests -orthographic knowledge, a word test and a pseudoword reading test- and in the spelling of words, pseudowords and pictures' names. Statistical differences were found between high vs. low phonological skills groups, and between high and low working memory groups. High working memory capacity group scored significantly higher than low working memory group in the orthographic and word reading tests. The high phonological skills group outperformed the low phonological skills group in the word reading test and in the spelling of pseudowords and pictures' names. From a descriptive point of view, phonological skills and working memory, factors known to be highly predictive of literacy skills in people without disabilities, also hold as factors for the participants that used AAC in our study. Implications of the results are discussed.

Lexical and Phonological Development in Children with Childhood Apraxia of Speech--A Commentary on Stoel-Gammon's "Relationships between Lexical and Phonological Development in Young Children"

ERIC Educational Resources Information Center

Velleman, Shelley L.

2011-01-01

Although not the focus of her article, phonological development in young children with speech sound disorders of various types is highly germane to Stoel-Gammon's discussion (this issue) for at least two primary reasons. Most obvious is that typical processes and milestones of phonological development are the standards and benchmarks against which…

On the nature of consonant/vowel differences in letter position coding: Evidence from developing and adult readers.

PubMed

Comesaña, Montserrat; Soares, Ana P; Marcet, Ana; Perea, Manuel

2016-11-01

In skilled adult readers, transposed-letter effects (jugde-JUDGE) are greater for consonant than for vowel transpositions. These differences are often attributed to phonological rather than orthographic processing. To examine this issue, we employed a scenario in which phonological involvement varies as a function of reading experience: A masked priming lexical decision task with 50-ms primes in adult and developing readers. Indeed, masked phonological priming at this prime duration has been consistently reported in adults, but not in developing readers (Davis, Castles, & Iakovidis, 1998). Thus, if consonant/vowel asymmetries in letter position coding with adults are due to phonological influences, transposed-letter priming should occur for both consonant and vowel transpositions in developing readers. Results with adults (Experiment 1) replicated the usual consonant/vowel asymmetry in transposed-letter priming. In contrast, no signs of an asymmetry were found with developing readers (Experiments 2-3). However, Experiments 1-3 did not directly test the existence of phonological involvement. To study this question, Experiment 4 manipulated the phonological prime-target relationship in developing readers. As expected, we found no signs of masked phonological priming. Thus, the present data favour an interpretation of the consonant/vowel dissociation in letter position coding as due to phonological rather than orthographic processing. © 2016 The British Psychological Society.

Phonological Representations in Children with SLI

ERIC Educational Resources Information Center

Claessen, Mary; Leitao, Suze

2012-01-01

It has been hypothesized that children with specific language impairment (SLI) have difficulty processing sound-based information, including storing and accessing phonological representations in the lexicon. Tasks are emerging in the literature that provide a measure of the quality of stored phonological representations, without requiring a verbal…

Working Memory Compensates for Hearing Related Phonological Processing Deficit

ERIC Educational Resources Information Center

Classon, Elisabet; Rudner, Mary; Ronnberg, Jerker

2013-01-01

Acquired hearing impairment is associated with gradually declining phonological representations. According to the Ease of Language Understanding (ELU) model, poorly defined representations lead to mismatch in phonologically challenging tasks. To resolve the mismatch, reliance on working memory capacity (WMC) increases. This study investigated…

[The phonological variant of primary progressive aphasia, a single case study].

PubMed

Diesfeldt, H F A

2011-04-01

Primary progressive aphasia (PPA) is a neurodegenerative syndrome characterized by an insidious onset and gradual progression of deficits that can involve any aspect of language, including word finding, object naming, fluency, syntax, phonology and word comprehension. The initial symptoms occur in the absence of major deficits in other cognitive domains, including episodic memory, visuospatial abilities and visuoconstruction. According to recent diagnostic guidelines, PPA is typically divided into three variants: nonfluent variant PPA (also termed progressive nonfluent aphasia), semantic variant PPA (also termed semantic dementia) and logopenic/phonological variant PPA (also termed logopenic progressive aphasia). The paper describes a 79-yr old man, who presented with normal motor speech and production rate, impaired single word retrieval and phonemic errors in spontaneous speech and confrontational naming. Confrontation naming was strongly affected by lexical frequency. He was impaired on repetition of sentences and phrases. Reading was intact for regularly spelled words but not for irregular words (surface dyslexia). Comprehension was spared at the single word level, but impaired for complex sentences. He performed within the normal range on the Dutch equivalent of the Pyramids and Palm Trees (PPT) Pictures Test, indicating that semantic processing was preserved. There was, however, a slight deficiency on the PPT Words Test, which appeals to semantic knowledge of verbal associations. His core deficit was interpreted as an inability to retrieve stored lexical-phonological information for spoken word production in spontaneous speech, confrontation naming, repetition and reading aloud.

Auditory Middle Latency Response and Phonological Awareness in Students with Learning Disabilities

PubMed Central

Romero, Ana Carla Leite; Funayama, Carolina Araújo Rodrigues; Capellini, Simone Aparecida; Frizzo, Ana Claudia Figueiredo

2015-01-01

Introduction Behavioral tests of auditory processing have been applied in schools and highlight the association between phonological awareness abilities and auditory processing, confirming that low performance on phonological awareness tests may be due to low performance on auditory processing tests. Objective To characterize the auditory middle latency response and the phonological awareness tests and to investigate correlations between responses in a group of children with learning disorders. Methods The study included 25 students with learning disabilities. Phonological awareness and auditory middle latency response were tested with electrodes placed on the left and right hemispheres. The correlation between the measurements was performed using the Spearman rank correlation coefficient. Results There is some correlation between the tests, especially between the Pa component and syllabic awareness, where moderate negative correlation is observed. Conclusion In this study, when phonological awareness subtests were performed, specifically phonemic awareness, the students showed a low score for the age group, although for the objective examination, prolonged Pa latency in the contralateral via was observed. Negative weak to moderate correlation for Pa wave latency was observed, as was positive weak correlation for Na-Pa amplitude. PMID:26491479

Prefrontal cortical response to conflict during semantic and phonological tasks.

PubMed

Snyder, Hannah R; Feigenson, Keith; Thompson-Schill, Sharon L

2007-05-01

Debates about the function of the prefrontal cortex are as old as the field of neuropsychology--often dated to Paul Broca's seminal work. Theories of the functional organization of the prefrontal cortex can be roughly divided into those that describe organization by process and those that describe organization by material. Recent studies of the function of the posterior, left inferior frontal gyrus (pLIFG) have yielded two quite different interpretations: One hypothesis holds that the pLIFG plays a domain-specific role in phonological processing, whereas another hypothesis describes a more general function of the pLIFG in cognitive control. In the current study, we distinguish effects of increasing cognitive control demands from effects of phonological processing. The results support the hypothesized role for the pLIFG in cognitive control, and more task-specific roles for posterior areas in phonology and semantics. Thus, these results suggest an alternative explanation of previously reported phonology-specific effects in the pLIFG.

Phonological awareness: one key to the reading proficiency of deaf children.

PubMed

Nielsen, Diane Corcoran; Luetke-Stahlman, Barbara

2002-07-01

A case is made for the importance of children's development of phonological awareness--whether they are hearing or deaf--if they are to reach their potential as readers. Relevant terms are defined (i.e., phonological awareness, phonological processes, and phonics) to assist the reader with the research review, which covers (a) the typical stages in the acquisition of phonological awareness and (b) phonological awareness and deafness. Suggestions for phonological awareness assessment are offered, along with the recommendation that the use of recently developed formal and informal measures of phonological awareness might facilitate the setting of goals and objectives when deaf educators or speech-language pathologists are evaluating the skills of deaf students and planning instruction for these students. Such tools yield information about skills that have been shown to correlate with literacy attainment and that are not commonly addressed by deaf educators or speech-language pathologists serving deaf students. Finally, research concerning the facilitation of phonological awareness and its application is explained.

Parafoveal processing in silent and oral reading: Reading mode influences the relative weighting of phonological and semantic information in Chinese.

PubMed

Pan, Jinger; Laubrock, Jochen; Yan, Ming

2016-08-01

We examined how reading mode (i.e., silent vs. oral reading) influences parafoveal semantic and phonological processing during the reading of Chinese sentences, using the gaze-contingent boundary paradigm. In silent reading, we found in 2 experiments that reading times on target words were shortened with semantic previews in early and late processing, whereas phonological preview effects mainly occurred in gaze duration or second-pass reading. In contrast, results showed that phonological preview information is obtained early on in oral reading. Strikingly, in oral reading, we observed a semantic preview cost on the target word in Experiment 1 and a decrease in the effect size of preview benefit from first- to second-pass measures in Experiment 2, which we hypothesize to result from increased preview duration. Taken together, our results indicate that parafoveal semantic information can be obtained irrespective of reading mode, whereas readers more efficiently process parafoveal phonological information in oral reading. We discuss implications for notions of information processing priority and saccade generation during silent and oral reading. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

What does a patient with semantic dementia remember in verbal short-term memory? Order and sound but not words.

PubMed

Majerus, Steve; Norris, Dennis; Patterson, Karalyn

2007-03-01

In this study, we explored capacities for three different aspects of short-term verbal memory in patients with semantic dementia. As expected, the two patients had poor recall for lexico-semantic item information, as assessed by immediate serial recall of word lists. In contrast, their short-term memory for phonological information was preserved, as evidenced by normal performance for immediate serial recall of nonword lists, with normal or increased nonword phonotactic-frequency effects, and increased sensitivity to phonological lures in a delayed probe recognition task. Furthermore, the patients appeared to have excellent memory for the serial order of the words in a list. These data provide further support for the proposal that language knowledge is a major determining factor of verbal STM capacity, but they also highlight the necessary distinction of processes involved in item and order recall, as proposed by recent models of STM.

Phonological awareness predicts activation patterns for print and speech

PubMed Central

Frost, Stephen J.; Landi, Nicole; Mencl, W. Einar; Sandak, Rebecca; Fulbright, Robert K.; Tejada, Eleanor T.; Jacobsen, Leslie; Grigorenko, Elena L.; Constable, R. Todd; Pugh, Kenneth R.

2009-01-01

Using fMRI, we explored the relationship between phonological awareness (PA), a measure of metaphonological knowledge of the segmental structure of speech, and brain activation patterns during processing of print and speech in young readers from six to ten years of age. Behavioral measures of PA were positively correlated with activation levels for print relative to speech tokens in superior temporal and occipito-temporal regions. Differences between print-elicited activation levels in superior temporal and inferior frontal sites were also correlated with PA measures with the direction of the correlation depending on stimulus type: positive for pronounceable pseudowords and negative for consonant strings. These results support and extend the many indications in the behavioral and neurocognitive literature that PA is a major component of skill in beginning readers and point to a developmental trajectory by which written language engages areas originally shaped by speech for learners on the path toward successful literacy acquisition. PMID:19306061

Phonological Activation in Multi-Syllabic Sord Recognition

ERIC Educational Resources Information Center

Lee, Chang H.

2007-01-01

Three experiments were conducted to test the phonological recoding hypothesis in visual word recognition. Most studies on this issue have been conducted using mono-syllabic words, eventually constructing various models of phonological processing. Yet in many languages including English, the majority of words are multi-syllabic words. English…

Manipulation of length and lexicality localizes the functional neuroanatomy of phonological processing in adult readers.

PubMed

Church, Jessica A; Balota, David A; Petersen, Steven E; Schlaggar, Bradley L

2011-06-01

In a previous study of single word reading, regions in the left supramarginal gyrus and left angular gyrus showed positive BOLD activity in children but significantly less activity in adults for high-frequency words [Church, J. A., Coalson, R. S., Lugar, H. M., Petersen, S. E., & Schlaggar, B. L. A developmental fMRI study of reading and repetition reveals changes in phonological and visual mechanisms over age. Cerebral Cortex, 18, 2054-2065, 2008]. This developmental decrease may reflect decreased reliance on phonological processing for familiar stimuli in adults. Therefore, in the present study, variables thought to influence phonological demand (string length and lexicality) were manipulated. Length and lexicality effects in the brain were explored using both ROI and whole-brain approaches. In the ROI analysis, the supramarginal and angular regions from the previous study were applied to this study. The supramarginal region showed a significant positive effect of length, consistent with a role in phonological processing, whereas the angular region showed only negative deflections from baseline with a strong effect of lexicality and other weaker effects. At the whole-brain level, varying effects of length and lexicality and their interactions were observed in 85 regions throughout the brain. The application of hierarchical clustering analysis to the BOLD time course data derived from these regions revealed seven clusters, with potentially revealing anatomical locations. Of note, a left angular gyrus region was the sole constituent of one cluster. Taken together, these findings in adult readers (1) provide support for a widespread set of brain regions affected by lexical variables, (2) corroborate a role for phonological processing in the left supramarginal gyrus, and (3) do not support a strong role for phonological processing in the left angular gyrus.

Acoustic-Emergent Phonology in the Amplitude Envelope of Child-Directed Speech

PubMed Central

Leong, Victoria; Goswami, Usha

2015-01-01

When acquiring language, young children may use acoustic spectro-temporal patterns in speech to derive phonological units in spoken language (e.g., prosodic stress patterns, syllables, phonemes). Children appear to learn acoustic-phonological mappings rapidly, without direct instruction, yet the underlying developmental mechanisms remain unclear. Across different languages, a relationship between amplitude envelope sensitivity and phonological development has been found, suggesting that children may make use of amplitude modulation (AM) patterns within the envelope to develop a phonological system. Here we present the Spectral Amplitude Modulation Phase Hierarchy (S-AMPH) model, a set of algorithms for deriving the dominant AM patterns in child-directed speech (CDS). Using Principal Components Analysis, we show that rhythmic CDS contains an AM hierarchy comprising 3 core modulation timescales. These timescales correspond to key phonological units: prosodic stress (Stress AM, ~2 Hz), syllables (Syllable AM, ~5 Hz) and onset-rime units (Phoneme AM, ~20 Hz). We argue that these AM patterns could in principle be used by naïve listeners to compute acoustic-phonological mappings without lexical knowledge. We then demonstrate that the modulation statistics within this AM hierarchy indeed parse the speech signal into a primitive hierarchically-organised phonological system comprising stress feet (proto-words), syllables and onset-rime units. We apply the S-AMPH model to two other CDS corpora, one spontaneous and one deliberately-timed. The model accurately identified 72–82% (freely-read CDS) and 90–98% (rhythmically-regular CDS) stress patterns, syllables and onset-rime units. This in-principle demonstration that primitive phonology can be extracted from speech AMs is termed Acoustic-Emergent Phonology (AEP) theory. AEP theory provides a set of methods for examining how early phonological development is shaped by the temporal modulation structure of speech across languages. The S-AMPH model reveals a crucial developmental role for stress feet (AMs ~2 Hz). Stress feet underpin different linguistic rhythm typologies, and speech rhythm underpins language acquisition by infants in all languages. PMID:26641472

Acoustic-Emergent Phonology in the Amplitude Envelope of Child-Directed Speech.

PubMed

Leong, Victoria; Goswami, Usha

2015-01-01

When acquiring language, young children may use acoustic spectro-temporal patterns in speech to derive phonological units in spoken language (e.g., prosodic stress patterns, syllables, phonemes). Children appear to learn acoustic-phonological mappings rapidly, without direct instruction, yet the underlying developmental mechanisms remain unclear. Across different languages, a relationship between amplitude envelope sensitivity and phonological development has been found, suggesting that children may make use of amplitude modulation (AM) patterns within the envelope to develop a phonological system. Here we present the Spectral Amplitude Modulation Phase Hierarchy (S-AMPH) model, a set of algorithms for deriving the dominant AM patterns in child-directed speech (CDS). Using Principal Components Analysis, we show that rhythmic CDS contains an AM hierarchy comprising 3 core modulation timescales. These timescales correspond to key phonological units: prosodic stress (Stress AM, ~2 Hz), syllables (Syllable AM, ~5 Hz) and onset-rime units (Phoneme AM, ~20 Hz). We argue that these AM patterns could in principle be used by naïve listeners to compute acoustic-phonological mappings without lexical knowledge. We then demonstrate that the modulation statistics within this AM hierarchy indeed parse the speech signal into a primitive hierarchically-organised phonological system comprising stress feet (proto-words), syllables and onset-rime units. We apply the S-AMPH model to two other CDS corpora, one spontaneous and one deliberately-timed. The model accurately identified 72-82% (freely-read CDS) and 90-98% (rhythmically-regular CDS) stress patterns, syllables and onset-rime units. This in-principle demonstration that primitive phonology can be extracted from speech AMs is termed Acoustic-Emergent Phonology (AEP) theory. AEP theory provides a set of methods for examining how early phonological development is shaped by the temporal modulation structure of speech across languages. The S-AMPH model reveals a crucial developmental role for stress feet (AMs ~2 Hz). Stress feet underpin different linguistic rhythm typologies, and speech rhythm underpins language acquisition by infants in all languages.

Effects of bottom-up and top-down intervention principles in emergent literacy in children at risk of developmental dyslexia: a longitudinal study.

PubMed

Helland, Turid; Tjus, Tomas; Hovden, Marit; Ofte, Sonja; Heimann, Mikael

2011-01-01

This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences in neuropsychological processes associated with phonology, orthography, and phoneme-grapheme correspondence (i.e., alphabetic principle). The two principles of intervention were bottom-up (BU), "from sound to meaning", and top-down (TD), "from meaning to sound." Thus, four subgroups were established: risk/BU, risk/TD, control/BU, and control/TD. Computer-based training took place for 2 months every spring, and cognitive assessments were performed each fall of the project period. Measures of preliteracy skills for reading and spelling were phonological awareness, working memory, verbal learning, and letter knowledge. Literacy skills were assessed by word reading and spelling. At project end the control group scored significantly above age norm, whereas the risk group scored within the norm. In the at-risk group, training based on the BU principle had the strongest effects on phonological awareness and working memory scores, whereas training based on the TD principle had the strongest effects on verbal learning, letter knowledge, and literacy scores. It was concluded that appropriate, specific, data-based intervention starting in preschool can mitigate literacy impairment and that interventions should contain BU training for preliteracy skills and TD training for literacy training.

Delta, theta, beta, and gamma brain oscillations index levels of auditory sentence processing.

PubMed

Mai, Guangting; Minett, James W; Wang, William S-Y

2016-06-01

A growing number of studies indicate that multiple ranges of brain oscillations, especially the delta (δ, <4Hz), theta (θ, 4-8Hz), beta (β, 13-30Hz), and gamma (γ, 30-50Hz) bands, are engaged in speech and language processing. It is not clear, however, how these oscillations relate to functional processing at different linguistic hierarchical levels. Using scalp electroencephalography (EEG), the current study tested the hypothesis that phonological and the higher-level linguistic (semantic/syntactic) organizations during auditory sentence processing are indexed by distinct EEG signatures derived from the δ, θ, β, and γ oscillations. We analyzed specific EEG signatures while subjects listened to Mandarin speech stimuli in three different conditions in order to dissociate phonological and semantic/syntactic processing: (1) sentences comprising valid disyllabic words assembled in a valid syntactic structure (real-word condition); (2) utterances with morphologically valid syllables, but not constituting valid disyllabic words (pseudo-word condition); and (3) backward versions of the real-word and pseudo-word conditions. We tested four signatures: band power, EEG-acoustic entrainment (EAE), cross-frequency coupling (CFC), and inter-electrode renormalized partial directed coherence (rPDC). The results show significant effects of band power and EAE of δ and θ oscillations for phonological, rather than semantic/syntactic processing, indicating the importance of tracking δ- and θ-rate phonetic patterns during phonological analysis. We also found significant β-related effects, suggesting tracking of EEG to the acoustic stimulus (high-β EAE), memory processing (θ-low-β CFC), and auditory-motor interactions (20-Hz rPDC) during phonological analysis. For semantic/syntactic processing, we obtained a significant effect of γ power, suggesting lexical memory retrieval or processing grammatical word categories. Based on these findings, we confirm that scalp EEG signatures relevant to δ, θ, β, and γ oscillations can index phonological and semantic/syntactic organizations separately in auditory sentence processing, compatible with the view that phonological and higher-level linguistic processing engage distinct neural networks. Copyright © 2016 Elsevier Inc. All rights reserved.

Emergent Knowledge of a Universal Phonological Principle in the L2 Acquisition of Vowel Harmony in Turkish: A "Four"-Fold Poverty of the Stimulus in L2 Acquisition

ERIC Educational Resources Information Center

Özçelik, Öner; Sprouse, Rex A.

2017-01-01

A significant body of theoretically motivated research has addressed the role of Universal Grammar (UG) in the nonnative acquisition of morphosyntax and properties of the syntax-semantics interface, but very little research has addressed the role of phonological principles of UG in nonnative language acquisition. Turkish has a regular and…

The Proximate Phonological Unit of Chinese-English Bilinguals: Proficiency Matters

PubMed Central

Verdonschot, Rinus Gerardus; Nakayama, Mariko; Zhang, Qingfang; Tamaoka, Katsuo; Schiller, Niels Olaf

2013-01-01

An essential step to create phonology according to the language production model by Levelt, Roelofs and Meyer is to assemble phonemes into a metrical frame. However, recently, it has been proposed that different languages may rely on different grain sizes of phonological units to construct phonology. For instance, it has been proposed that, instead of phonemes, Mandarin Chinese uses syllables and Japanese uses moras to fill the metrical frame. In this study, we used a masked priming-naming task to investigate how bilinguals assemble their phonology for each language when the two languages differ in grain size. Highly proficient Mandarin Chinese-English bilinguals showed a significant masked onset priming effect in English (L2), and a significant masked syllabic priming effect in Mandarin Chinese (L1). These results suggest that their proximate unit is phonemic in L2 (English), and that bilinguals may use different phonological units depending on the language that is being processed. Additionally, under some conditions, a significant sub-syllabic priming effect was observed even in Mandarin Chinese, which indicates that L2 phonology exerts influences on L1 target processing as a consequence of having a good command of English. PMID:23646107

Phonological decisions require both the left and right supramarginal gyri.

PubMed

Hartwigsen, Gesa; Baumgaertner, Annette; Price, Cathy J; Koehnke, Maria; Ulmer, Stephan; Siebner, Hartwig R

2010-09-21

Recent functional imaging studies demonstrated that both the left and right supramarginal gyri (SMG) are activated when healthy right-handed subjects make phonological word decisions. However, lesion studies typically report difficulties with phonological processing after left rather than right hemisphere damage. Here, we used a unique dual-site transcranial magnetic stimulation (TMS) approach to test whether the SMG in the right hemisphere contributes to modality-independent (i.e., auditory and visual) phonological decisions. To test task-specificity, we compared the effect of real or sham TMS during phonological, semantic, and perceptual decisions. To test laterality and anatomical specificity, we compared the effect of TMS over the left, right, or bilateral SMG and angular gyri. The accuracy and reaction times of phonological decisions were selectively disrupted relative to semantic and perceptual decisions when real TMS was applied over the left, right, or bilateral SMG. These effects were not observed for TMS over the angular gyri. A follow-up experiment indicated that the threshold-intensity for inducing a disruptive effect on phonological decisions was identical for unilateral TMS over the right or left SMG. Taken together, these findings provide converging evidence that the right SMG contributes to accurate and efficient phonological decisions in the healthy brain, with no evidence that the left and right SMG can compensate for one another during TMS. Our findings motivate detailed studies of phonological processing in patients with acute or long-term damage of the right SMG.

The roles of family history of dyslexia, language, speech production and phonological processing in predicting literacy progress.

PubMed

Carroll, Julia M; Mundy, Ian R; Cunningham, Anna J

2014-09-01

It is well established that speech, language and phonological skills are closely associated with literacy, and that children with a family risk of dyslexia (FRD) tend to show deficits in each of these areas in the preschool years. This paper examines what the relationships are between FRD and these skills, and whether deficits in speech, language and phonological processing fully account for the increased risk of dyslexia in children with FRD. One hundred and fifty-three 4-6-year-old children, 44 of whom had FRD, completed a battery of speech, language, phonology and literacy tasks. Word reading and spelling were retested 6 months later, and text reading accuracy and reading comprehension were tested 3 years later. The children with FRD were at increased risk of developing difficulties in reading accuracy, but not reading comprehension. Four groups were compared: good and poor readers with and without FRD. In most cases good readers outperformed poor readers regardless of family history, but there was an effect of family history on naming and nonword repetition regardless of literacy outcome, suggesting a role for speech production skills as an endophenotype of dyslexia. Phonological processing predicted spelling, while language predicted text reading accuracy and comprehension. FRD was a significant additional predictor of reading and spelling after controlling for speech production, language and phonological processing, suggesting that children with FRD show additional difficulties in literacy that cannot be fully explained in terms of their language and phonological skills. © 2014 John Wiley & Sons Ltd.

Phonologically Driven Variability: The Case of Determiners

ERIC Educational Resources Information Center

Bürki, Audrey; Laganaro, Marina; Alario, F.-Xavier

2014-01-01

Speakers usually produce words in connected speech. In such contexts, the form in which many words are uttered is influenced by the phonological properties of neighboring words. The current article examines the representations and processes underlying the production of phonologically constrained word form variations. For this purpose, we consider…

Cross-Language Phonological Activation of Meaning: Evidence from Category Verification

ERIC Educational Resources Information Center

Friesen, Deanna C.; Jared, Debra

2012-01-01

The study investigated phonological processing in bilingual reading for meaning. English-French and French-English bilinguals performed a category verification task in either their first or second language. Interlingual homophones (words that share phonology across languages but not orthography or meaning) and single language control words served…

Contributions of Phonological Processing Skills to Reading Skills in Arabic Speaking Children

ERIC Educational Resources Information Center

Taibah, Nadia J.; Haynes, Charles W.

2011-01-01

This cross-sectional study investigated contributions of phonological awareness (Elision and blending), rapid naming (object, color, letter, and digit), and phonological memory (nonword repetition and Digit Span) to basic decoding and fluency skills in Arabic. Participants were 237 Arabic speaking children from Grades K-3. Dependent measures…

Priming vs. Rhyming: Orthographic and Phonological Representations in the Left and Right Hemispheres

ERIC Educational Resources Information Center

Lindell, Annukka K.; Lum, Jarrad A. G.

2008-01-01

The right cerebral hemisphere has long been argued to lack phonological processing capacity. Recently, however, a sex difference in the cortical representation of phonology has been proposed, suggesting discrete left hemisphere lateralization in males and more distributed, bilateral representation of function in females. To evaluate this…

School-Aged Children's Phonological Production of Derived English Words

ERIC Educational Resources Information Center

Jarmulowicz, Linda

2006-01-01

Purpose: Little is known about the phonological aspects of derivational processes. Neutral suffixes (e.g., "-ness") that do not change stress and rhythmic or nonneutral suffixes (e.g., "-ity") that alter stem stress were used in a production task that explored developmental changes in phonological accuracy of derived English…

Metrical Phonology and SLA.

ERIC Educational Resources Information Center

Tice, Bradley S.

Metrical phonology, a linguistic process of phonological stress assessment and diagrammatic simplification of sentence and word stress, is discussed as it is found in the English language with the intention that it may be used in second language instruction. Stress is defined by its physical and acoustical correlates, and the principles of…

What Do Foreign Neighbors Say about the Mental Lexicon?

ERIC Educational Resources Information Center

Vitevitch, Michael S.

2012-01-01

A corpus analysis of phonological word-forms shows that English words have few phonological neighbors that are Spanish words. Concomitantly, Spanish words have few phonological neighbors that are English words. These observations appear to undermine certain accounts of bilingual language processing, and have significant implications for the…

Evidence for Right Hemisphere Phonology in a Backward Masking Task

ERIC Educational Resources Information Center

Halderman, Laura K.

2011-01-01

The extent to which orthographic and phonological processes are available during the initial moments of word recognition within each hemisphere is under specified, particularly for the right hemisphere. Few studies have investigated whether each hemisphere uses orthography and phonology under constraints that restrict the viewing time of words and…

The Universality of Acquisitional Phonology.

ERIC Educational Resources Information Center

Salus, Peter H.

This paper is concerned with the Aristotelian notion of "universal" as applied to phonological phenomena. It is claimed that speech production in children and adults, in normal and deviant speakers, and in a variety of languages, can all be described according to the same universal phonological rules which constitute the universal process of…

Orthographic and phonological processing in developing readers revealed by ERPs

PubMed Central

EDDY, MARIANNA D.; GRAINGER, JONATHAN; HOLCOMB, PHILLIP J.; GABRIELI, JOHN D. E.

2018-01-01

The development of neurocognitive mechanisms in single word reading was studied in children ages 8–10 years using ERPs combined with priming manipulations aimed at dissociating orthographic and phonological processes. Transposed-letter (TL) priming (barin–BRAIN vs. bosin–BRAIN) was used to assess orthographic processing, and pseudohomophone (PH) priming (brane–BRAIN vs. brant–BRAIN) was used to assess phonological processing. Children showed TL and PH priming effects on both the N250 and N400 ERP components, and the magnitude of TL priming correlated positively with reading ability, with better readers showing larger TL priming effects. Phonological priming, on the other hand, did not correlate with reading ability. The positive correlations between TL priming and reading ability in children points to a key role for flexible sublexical orthographic representations in reading development, in line with their hypothesized role in the efficient mapping of orthographic information onto semantic information in skilled readers. PMID:27671210

Phonologic-graphemic transcodifier for Portuguese Language spoken in Brazil (PLB)

NASA Astrophysics Data System (ADS)

Fragadasilva, Francisco Jose; Saotome, Osamu; Deoliveira, Carlos Alberto

An automatic speech-to-text transformer system, suited to unlimited vocabulary, is presented. The basic acoustic unit considered are the allophones of the phonemes corresponding to the Portuguese language spoken in Brazil (PLB). The input to the system is a phonetic sequence, from a former step of isolated word recognition of slowly spoken speech. In a first stage, the system eliminates phonetic elements that don't belong to PLB. Using knowledge sources such as phonetics, phonology, orthography, and PLB specific lexicon, the output is a sequence of written words, ordered by probabilistic criterion that constitutes the set of graphemic possibilities to that input sequence. Pronunciation differences of some regions of Brazil are considered, but only those that cause differences in phonological transcription, because those of phonetic level are absorbed, during the transformation to phonological level. In the final stage, all possible written words are analyzed for orthography and grammar point of view, to eliminate the incorrect ones.

Manipulation of Length and Lexicality Localizes the Functional Neuroanatomy of Phonological Processing in Adult Readers

PubMed Central

Church, Jessica A.; Balota, David A.; Petersen, Steven E.; Schlaggar, Bradley L.

2010-01-01

In a previous study of single word reading, regions in the left supramarginal gyrus and left angular gyrus showed positive BOLD activity in children but significantly less activity in adults for high-frequency words. This developmental decrease may reflect decreased reliance on phonological processing for familiar stimuli in adults. Therefore, in the present study, variables thought to influence phonological demand (string length and lexicality) were manipulated. Length and lexicality effects in the brain were explored using both ROI and whole-brain approaches. In the ROI analysis, the supramarginal and angular regions from the previous study were applied to this study. The supramarginal region showed a significant positive effect of length, consistent with a role in phonological processing, whereas the angular region showed only negative deflections from baseline with a strong effect of lexicality and other weaker effects. At the whole-brain level, varying effects of length and lexicality and their interactions were observed in 85 regions throughout the brain. The application of hierarchical clustering analysis to the BOLD time course data derived from these regions revealed seven clusters, with potentially revealing anatomical locations. Of note, a left angular gyrus region was the sole constituent of one cluster. Taken together, these findings in adult readers (1) provide support for a widespread set of brain regions affected by lexical variables, (2) corroborate a role for phonological processing in the left supramarginal gyrus, and (3) do not support a strong role for phonological processing in the left angular gyrus. PMID:20433237

Auditory sequence analysis and phonological skill

PubMed Central

Grube, Manon; Kumar, Sukhbinder; Cooper, Freya E.; Turton, Stuart; Griffiths, Timothy D.

2012-01-01

This work tests the relationship between auditory and phonological skill in a non-selected cohort of 238 school students (age 11) with the specific hypothesis that sound-sequence analysis would be more relevant to phonological skill than the analysis of basic, single sounds. Auditory processing was assessed across the domains of pitch, time and timbre; a combination of six standard tests of literacy and language ability was used to assess phonological skill. A significant correlation between general auditory and phonological skill was demonstrated, plus a significant, specific correlation between measures of phonological skill and the auditory analysis of short sequences in pitch and time. The data support a limited but significant link between auditory and phonological ability with a specific role for sound-sequence analysis, and provide a possible new focus for auditory training strategies to aid language development in early adolescence. PMID:22951739

[Intervention in dyslexic disorders: phonological awareness training].

PubMed

Etchepareborda, M C

2003-02-01

Taking into account the systems for the treatment of brain information when drawing up a work plan allows us to recreate processing routines that go from multisensory perception to motor, oral and cognitive production, which is the step prior to executive levels of thought, bottom-up and top-down processing systems. In recent years, the use of phonological methods to prevent or resolve reading disorders has become the fundamental mainstay in the treatment of dyslexia. The work is mainly based on phonological proficiency, which enables the patient to detect phonemes (input), to think about them (performance) and to use them to build words (output). Daily work with rhymes, the capacity to listen, the identification of phrases and words, and handling syllables and phonemes allows us to perform a preventive intervention that enhances the capacity to identify letters, phonological analysis and the reading of single words. We present the different therapeutic models that are most frequently employed. Fast For Word (FFW) training helps make progress in phonematic awareness and other linguistic skills, such as phonological awareness, semantics, syntax, grammar, working memory and event sequencing. With Deco-Fon, a programme for training phonological decoding, work is carried out on the auditory discrimination of pure tones, letters and consonant clusters, auditory processing speed, auditory and phonematic memory, and graphophonological processing, which is fundamental for speech, language and reading writing disorders. Hamlet is a programme based on categorisation activities for working on phonological conceptualisation. It attempts to encourage the analysis of the segments of words, syllables or phonemes, and the classification of a certain segment as belonging or not to a particular phonological or orthographical category. Therapeutic approaches in the early phases of reading are oriented towards two poles based on the basic mechanisms underlying the process of learning to read, the grapheme phoneme transformation process and global word recognition. The interventionalist strategies used at school are focused on the use of cognitive strategy techniques. The purpose of these techniques is to teach pupils practical strategies or resources aimed at overcoming specific deficiencies.

Decoding ability makes waves in reading: deficient interactions between attention and phonological analysis in developmental dyslexia.

PubMed

Savill, Nicola J; Thierry, Guillaume

2012-06-01

Whilst there is general consensus that phonological processing is deficient in developmental dyslexia, recent research also implicates visuo-attentional contributions. Capitalising on the P3a wave of event-related potentials as an index of attentional capture, we tested dyslexic and normal readers on a novel variant of a visual oddball task to examine the interplay of orthographic-phonological integration and attentional engagement. Targets were animal words (10% occurrence). Amongst nontarget stimuli were two critical conditions: pseudohomophones of targets (10%) and control pseudohomophones (of fillers; 10%). Pseudohomophones of targets (but not control pseudohomophones) elicited a large P3 wave in normal readers only, revealing a lack of attentional engagement with these phonologically salient stimuli in dyslexic participants. Critically, both groups showed similar early phonological discrimination as indexed by posterior P2 modulations. Furthermore, phonological engagement, as indexed by P3a differences between pseudohomophone conditions, correlated with several measures of reading. Meanwhile, an analogous experiment using coloured shapes instead of orthographic stimuli failed to show group differences between experimental modulations in the P2 or P3 ranges. Overall, our results show that, whilst automatic aspects of phonological processing appear intact in developmental dyslexia, the breakdown in pseudoword reading occurs at a later stage, when attention is oriented to orthographic-phonological information. Copyright © 2012 Elsevier Ltd. All rights reserved.

Insights into failed lexical retrieval from network science.

PubMed

Vitevitch, Michael S; Chan, Kit Ying; Goldstein, Rutherford

2014-02-01

Previous network analyses of the phonological lexicon (Vitevitch, 2008) observed a web-like structure that exhibited assortative mixing by degree: words with dense phonological neighborhoods tend to have as neighbors words that also have dense phonological neighborhoods, and words with sparse phonological neighborhoods tend to have as neighbors words that also have sparse phonological neighborhoods. Given the role that assortative mixing by degree plays in network resilience, we examined instances of real and simulated lexical retrieval failures in computer simulations, analysis of a slips-of-the-ear corpus, and three psycholinguistic experiments for evidence of this network characteristic in human behavior. The results of the various analyses support the hypothesis that the structure of words in the mental lexicon influences lexical processing. The implications of network science for current models of spoken word recognition, language processing, and cognitive psychology more generally are discussed. Copyright © 2013 Elsevier Inc. All rights reserved.

Insights into failed lexical retrieval from network science

PubMed Central

Vitevitch, Michael S.; Chan, Kit Ying; Goldstein, Rutherford

2013-01-01

Previous network analyses of the phonological lexicon (Vitevitch, 2008) observed a web-like structure that exhibited assortative mixing by degree: words with dense phonological neighborhoods tend to have as neighbors words that also have dense phonological neighborhoods, and words with sparse phonological neighborhoods tend to have as neighbors words that also have sparse phonological neighborhoods. Given the role that assortative mixing by degree plays in network resilience, we examined instances of real and simulated lexical retrieval failures in computer simulations, analysis of a slips-of-the-ear corpus, and three psycholinguistic experiments for evidence of this network characteristic in human behavior. The results of the various analyses support the hypothesis that the structure of words in the mental lexicon influences lexical processing. The implications of network science for current models of spoken word recognition, language processing, and cognitive psychology more generally are discussed. PMID:24269488

Small wins big: analytic pinyin skills promote Chinese word reading.

PubMed

Lin, Dan; McBride-Chang, Catherine; Shu, Hua; Zhang, Yuping; Li, Hong; Zhang, Juan; Aram, Dorit; Levin, Iris

2010-08-01

The present study examined invented spelling of pinyin (a phonological coding system for teaching and learning Chinese words) in relation to subsequent Chinese reading development. Among 296 Chinese kindergartners in Beijing, independent invented pinyin spelling was found to be uniquely predictive of Chinese word reading 12 months later, even with Time 1 syllable deletion, phoneme deletion, and letter knowledge, in addition to the autoregressive effects of Time 1 Chinese word reading, statistically controlled. These results underscore the importance of children's early pinyin representations for Chinese reading acquisition, both theoretically and practically. The findings further support the idea of a universal phonological principle and indicate that pinyin is potentially an ideal measure of phonological awareness in Chinese.

Multimodal lexical processing in auditory cortex is literacy skill dependent.

PubMed

McNorgan, Chris; Awati, Neha; Desroches, Amy S; Booth, James R

2014-09-01

Literacy is a uniquely human cross-modal cognitive process wherein visual orthographic representations become associated with auditory phonological representations through experience. Developmental studies provide insight into how experience-dependent changes in brain organization influence phonological processing as a function of literacy. Previous investigations show a synchrony-dependent influence of letter presentation on individual phoneme processing in superior temporal sulcus; others demonstrate recruitment of primary and associative auditory cortex during cross-modal processing. We sought to determine whether brain regions supporting phonological processing of larger lexical units (monosyllabic words) over larger time windows is sensitive to cross-modal information, and whether such effects are literacy dependent. Twenty-two children (age 8-14 years) made rhyming judgments for sequentially presented word and pseudoword pairs presented either unimodally (auditory- or visual-only) or cross-modally (audiovisual). Regression analyses examined the relationship between literacy and congruency effects (overlapping orthography and phonology vs. overlapping phonology-only). We extend previous findings by showing that higher literacy is correlated with greater congruency effects in auditory cortex (i.e., planum temporale) only for cross-modal processing. These skill effects were specific to known words and occurred over a large time window, suggesting that multimodal integration in posterior auditory cortex is critical for fluent reading. © The Author 2013. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

The processing of phonological, orthographical, and lexical information of Chinese characters in sentence contexts: an ERP study.

PubMed

Liu, Baolin; Jin, Zhixing; Qing, Zhao; Wang, Zhongning

2011-02-04

In the current work, we aimed to study the processing of phonological, orthographical, and lexical information of Chinese characters in sentence contexts, as well as to provide further evidence for psychological models. In the experiment, we designed sentences with expected, homophonic, orthographically similar, synonymous, and control characters as endings, respectively. The results indicated that P200 might be related to the early extraction of phonological information. Moreover, it might also represent immediate semantic and orthographic lexical access. This suggested that there might be a dual-route in cognitive processing, where the direct access route and the phonologically mediated access route both exist and interact with each other. The increased N400 under the control condition suggested that both phonological and orthographical information would influence semantic integration in Chinese sentence comprehension. The two positive peaks of the late positive shift might represent the semantic monitoring, and orthographical retrieval and reanalysis processing, respectively. Under the orthographically similar condition, orthographical retrieval and reanalysis processing was more difficult in comparison with the other conditions, which suggested that there might be direct access from orthography to semantic representation in cognitive processing. In conclusion, it was shown that the direct access hypothesis or the dual-route hypothesis could better explain cognitive processing in the brain. Copyright © 2010 Elsevier B.V. All rights reserved.

Word Identification in Reading and the Promise of Subsymbolic Psycholinguistics.

ERIC Educational Resources Information Center

Van Orden, Guy C.; And Others

1990-01-01

It is argued that dual-process theory has misconstrued the correspondence between words' spelling and their phonology. A subsymbolic alternative to dual-processing theory is presented that includes a clear role for the process of phonologic coding. The subsymbolic approach is developed around a covariant learning hypothesis. (SLD)

Understanding the Role of the Prefrontal Cortex in Phonological Processing

ERIC Educational Resources Information Center

Burton, Martha W.

2009-01-01

Lesion studies have demonstrated impairments of specific types of phonological processes. However, results from neuropsychological studies of speech sound processing have been inconclusive as to the role of specific brain regions because of a lack of a one-to-one correspondence between behavioural patterns and lesion location. Functional…

Differences between patterns of brain activity associated with semantics and those linked with phonological processing diminish with age.

PubMed

Martins, Ruben; Simard, France; Monchi, Oury

2014-01-01

It is widely believed that language function tends to show little age-related performance decline. Indeed, some older individuals seem to use compensatory mechanisms to maintain a high level of performance when submitted to lexical tasks. However, how these mechanisms affect cortical and subcortical activity during semantic and phonological processing has not been extensively explored. The purpose of this study was to look at the effect of healthy aging on cortico-subcortical routes related to semantic and phonological processing using a lexical analogue of the Wisconsin Cart-Sorting Task. Our results indicate that while young adults tend to show increased activity in the ventrolateral prefrontal cortex, the dorsolateral prefrontal cortex, the fusiform gyrus, the ventral temporal lobe and the caudate nucleus during semantic decisions and in the posterior Broca's area (area 44), the temporal lobe (area 37), the temporoparietal junction (area 40) and the motor cortical regions during phonological decisions, older individuals showed increased activity in the dorsolateral prefrontal cortex and motor cortical regions during both semantic and phonological decisions. Furthermore, when semantic and phonological decisions were contrasted with each other, younger individuals showed significant brain activity differences in several regions while older individuals did not. Therefore, in older individuals, the semantic and phonological routes seem to merge into a single pathway. These findings represent most probably neural reserve/compensation mechanisms, characterized by a decrease in specificity, on which the elderly rely to maintain an adequate level of performance.

Reduced short-term memory capacity in Alzheimer's disease: the role of phonological, lexical, and semantic processing.

PubMed

Caza, Nicole; Belleville, Sylvie

2008-05-01

Individuals with Alzheimer's disease (AD) are often reported to have reduced verbal short-term memory capacity, typically attributed to their attention/executive deficits. However, these individuals also tend to show progressive impairment of semantic, lexical, and phonological processing which may underlie their low short-term memory capacity. The goals of this study were to assess the contribution of each level of representation (phonological, lexical, and semantic) to immediate serial recall performance in 18 individuals with AD, and to examine how these linguistic effects on short-term memory were modulated by their reduced capacity to manipulate information in short-term memory associated with executive dysfunction. Results showed that individuals with AD had difficulty recalling items that relied on phonological representations, which led to increased lexicality effects relative to the control group. This finding suggests that patients have a greater reliance on lexical/semantic information than controls, possibly to make up for deficits in retention and processing of phonological material. This lexical/semantic effect was not found to be significantly correlated with patients' capacity to manipulate verbal material in short-term memory, indicating that language processing and executive deficits may independently contribute to reducing verbal short-term memory capacity in AD.

Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants

PubMed Central

Tomblin, J. Bruce

2009-01-01

This study investigated the phonological processing skills of 29 children with prelingual, profound hearing loss with 4 years of cochlear implant experience. Results were group matched with regard to word-reading ability and mother’s educational level with the performance of 29 hearing children. Results revealed that it is possible to obtain a valid measure of phonological processing (PP) skills in children using CIs. They could complete rhyming tasks and were able to complete sound-based tasks using standard test materials provided by a commercial test distributor. The CI children completed tasks measuring PP, but there were performance differences between the CI users and the hearing children. The process of learning phonological awareness (PA) for the children with CIs was characterized by a longer, more protracted learning phase than their counterparts with hearing. Tests of phonological memory skills indicated that when the tasks were controlled for presentation method and response modality, there were no differences between the performance of children with CIs and their counterparts with hearing. Tests of rapid naming revealed that there were no differences between rapid letter and number naming between the two groups. Results yielded a possible PP test battery for children with CI experience. PMID:18424771

Are Specific Language Impairment and Dyslexia Distinct Disorders?

PubMed Central

Catts, Hugh W.; Adlof, Suzanne M.; Hogan, Tiffany; Weismer, Susan Ellis

2010-01-01

Purpose The purpose of this study was to determine whether specific language impairment (SLI) and dyslexia are distinct developmental disorders. Method Study 1 investigated the overlap between SLI identified in kindergarten and dyslexia identified in 2nd, 4th, or 8th grades in a representative sample of 527 children. Study 2 examined phonological processing in a subsample of participants, including 21 children with dyslexia only, 43 children with SLI only, 18 children with SLI and dyslexia, and 165 children with typical language/reading development. Measures of phonological awareness and nonword repetition were considered. Results Study 1 showed limited but statistically significant overlap between SLI and dyslexia. Study 2 found that children with dyslexia or a combination of dyslexia and SLI performed significantly less well on measures of phonological processing than did children with SLI only and those with typical development. Children with SLI only showed only mild deficits in phonological processing compared with typical children. Conclusions These results support the view that SLI and dyslexia are distinct but potentially comorbid developmental language disorders. A deficit in phonological processing is closely associated with dyslexia but not with SLI when it occurs in the absence of dyslexia. PMID:16478378

Working memory deficits in boys with attention deficit/hyperactivity disorder (ADHD): An examination of orthographic coding and episodic buffer processes.

PubMed

Alderson, R Matt; Kasper, Lisa J; Patros, Connor H G; Hudec, Kristen L; Tarle, Stephanie J; Lea, Sarah E

2015-01-01

The episodic buffer component of working memory was examined in children with attention deficit/hyperactivity disorder (ADHD) and typically developing peers (TD). Thirty-two children (ADHD = 16, TD = 16) completed three versions of a phonological working memory task that varied with regard to stimulus presentation modality (auditory, visual, or dual auditory and visual), as well as a visuospatial task. Children with ADHD experienced the largest magnitude working memory deficits when phonological stimuli were presented via a unimodal, auditory format. Their performance improved during visual and dual modality conditions but remained significantly below the performance of children in the TD group. In contrast, the TD group did not exhibit performance differences between the auditory- and visual-phonological conditions but recalled significantly more stimuli during the dual-phonological condition. Furthermore, relative to TD children, children with ADHD recalled disproportionately fewer phonological stimuli as set sizes increased, regardless of presentation modality. Finally, an examination of working memory components indicated that the largest magnitude between-group difference was associated with the central executive. Collectively, these findings suggest that ADHD-related working memory deficits reflect a combination of impaired central executive and phonological storage/rehearsal processes, as well as an impaired ability to benefit from bound multimodal information processed by the episodic buffer.

Conceptual Coherence Affects Phonological Activation of Context Objects during Object Naming

ERIC Educational Resources Information Center

Oppermann, Frank; Jescheniak, Jorg D.; Schriefers, Herbert

2008-01-01

In 4 picture-word interference experiments, speakers named a target object that was presented with a context object. Using auditory distractors that were phonologically related or unrelated either to the target object or the context object, the authors assessed whether phonological processing was confined to the target object or not. Phonological…

Sensitivity to Speech Rhythm Explains Individual Differences in Reading Ability Independently of Phonological Awareness

ERIC Educational Resources Information Center

Holliman, Andrew J.; Wood, Clare; Sheehy, Kieron

2008-01-01

This study considered whether sensitivity to speech rhythm can predict concurrent variance in reading attainment after individual differences in age, vocabulary, and phonological awareness have been controlled. Five- to six-year-old English-speaking children completed a battery of phonological processing assessments and reading assessments, along…

Neural Changes after Phonological Treatment for Anomia: An fMRI Study

ERIC Educational Resources Information Center

Rochon, Elizabeth; Leonard, Carol; Burianova, Hana; Laird, Laura; Soros, Peter; Graham, Simon; Grady, Cheryl

2010-01-01

Functional magnetic resonance imaging (fMRI) was used to investigate the neural processing characteristics associated with word retrieval abilities after a phonologically-based treatment for anomia in two stroke patients with aphasia. Neural activity associated with a phonological and a semantic task was compared before and after treatment with…

Orthographic vs. Phonologic Syllables in Handwriting Production

ERIC Educational Resources Information Center

Kandel, Sonia; Herault, Lucie; Grosjacques, Geraldine; Lambert, Eric; Fayol, Michel

2009-01-01

French children program the words they write syllable by syllable. We examined whether the syllable the children use to segment words is determined phonologically (i.e., is derived from speech production processes) or orthographically. Third, 4th and 5th graders wrote on a digitiser words that were mono-syllables phonologically (e.g.…

Levels of processing and language modality specificity in working memory.

PubMed

Rudner, Mary; Karlsson, Thomas; Gunnarsson, Johan; Rönnberg, Jerker

2013-03-01

Neural networks underpinning working memory demonstrate sign language specific components possibly related to differences in temporary storage mechanisms. A processing approach to memory systems suggests that the organisation of memory storage is related to type of memory processing as well. In the present study, we investigated for the first time semantic, phonological and orthographic processing in working memory for sign- and speech-based language. During fMRI we administered a picture-based 2-back working memory task with Semantic, Phonological, Orthographic and Baseline conditions to 11 deaf signers and 20 hearing non-signers. Behavioural data showed poorer and slower performance for both groups in Phonological and Orthographic conditions than in the Semantic condition, in line with depth-of-processing theory. An exclusive masking procedure revealed distinct sign-specific neural networks supporting working memory components at all three levels of processing. The overall pattern of sign-specific activations may reflect a relative intermodality difference in the relationship between phonology and semantics influencing working memory storage and processing. Copyright © 2012 Elsevier Ltd. All rights reserved.

Beyond Auditory Sensory Processing Deficits: Lexical Tone Perception Deficits in Chinese Children With Developmental Dyslexia.

PubMed

Tong, Xiuhong; Tong, Xiuli; King Yiu, Fung

Increasing evidence suggests that children with developmental dyslexia exhibit a deficit not only at the segmental level of phonological processing but also, by extension, at the suprasegmental level. However, it remains unclear whether such a suprasegmental phonological processing deficit is due to a difficulty in processing acoustic cues of speech rhythm, such as rise time and intensity. This study set out to investigate to what extent suprasegmental phonological processing (i.e., Cantonese lexical tone perception) and rise time sensitivity could distinguish Chinese children with dyslexia from typically developing children. Sixteen children with dyslexia and 44 age-matched controls were administered a Cantonese lexical tone perception task, psychoacoustic tasks, a nonverbal reasoning ability task, and word reading and dictation tasks. Children with dyslexia performed worse than controls on Cantonese lexical tone perception, rise time, and intensity. Furthermore, Cantonese lexical tone perception appeared to be a stable indicator that distinguishes children with dyslexia from controls, even after controlling for basic auditory processing skills. These findings suggest that suprasegmental phonological processing (i.e., lexical tone perception) is a potential factor that accounts for reading difficulty in Chinese.

Testing the attentional boundary conditions of subliminal semantic priming: the influence of semantic and phonological task sets

PubMed Central

Adams, Sarah C.; Kiefer, Markus

2012-01-01

Recent studies challenged the classical notion of automaticity and indicated that even unconscious automatic semantic processing is under attentional control to some extent. In line with our attentional sensitization model, these data suggest that a sensitization of semantic pathways by a semantic task set is necessary for subliminal semantic priming to occur while non-semantic task sets attenuate priming. In the present study, we tested whether masked semantic priming is also reduced by phonological task sets using the previously developed induction task paradigm. This would substantiate the notion that attention to semantics is necessary for eliciting unconscious semantic priming. Participants first performed semantic and phonological induction tasks that should either activate a semantic or a phonological task set. Subsequent to the induction task, a masked prime word, either associated or non-associated with the following lexical decision target word, was presented. Across two experiments, we varied the nature of the phonological induction task (word phonology vs. letter phonology) to assess whether the attentional focus on the entire word vs. single letters modulates subsequent masked semantic priming. In both experiments, subliminal semantic priming was only found subsequent to the semantic induction task, but was attenuated following either phonological induction task. These results indicate that attention to phonology attenuates subsequent semantic processing of unconsciously presented primes whether or not attention is directed to the entire word or to single letters. The present findings therefore substantiate earlier evidence that an attentional orientation toward semantics is necessary for subliminal semantic priming to be elicited. PMID:22952461

Beyond Auditory Sensory Processing Deficits: Lexical Tone Perception Deficits in Chinese Children with Developmental Dyslexia

ERIC Educational Resources Information Center

Tong, Xiuhong; Tong, Xiuli; King Yiu, Fung

2018-01-01

Increasing evidence suggests that children with developmental dyslexia exhibit a deficit not only at the segmental level of phonological processing but also, by extension, at the suprasegmental level. However, it remains unclear whether such a suprasegmental phonological processing deficit is due to a difficulty in processing acoustic cues of…

The Role of Semantic Processing in Reading Japanese Orthographies: An Investigation Using a Script-Switch Paradigm

ERIC Educational Resources Information Center

Dylman, Alexandra S.; Kikutani, Mariko

2018-01-01

Research on Japanese reading has generally indicated that processing of the logographic script Kanji primarily involves whole-word lexical processing and follows a semantics-to-phonology route, while the two phonological scripts Hiragana and Katakana (collectively called Kana) are processed via a sub-lexical route, and more in a…

Auditory phonological priming in children and adults during word repetition

NASA Astrophysics Data System (ADS)

Cleary, Miranda; Schwartz, Richard G.

2004-05-01

Short-term auditory phonological priming effects involve changes in the speed with which words are processed by a listener as a function of recent exposure to other similar-sounding words. Activation of phonological/lexical representations appears to persist beyond the immediate offset of a word, influencing subsequent processing. Priming effects are commonly cited as demonstrating concurrent activation of word/phonological candidates during word identification. Phonological priming is controversial, the direction of effects (facilitating versus slowing) varying with the prime-target relationship. In adults, it has repeatedly been demonstrated, however, that hearing a prime word that rhymes with the following target word (ISI=50 ms) decreases the time necessary to initiate repetition of the target, relative to when the prime and target have no phonemic overlap. Activation of phonological representations in children has not typically been studied using this paradigm, auditory-word + picture-naming tasks being used instead. The present study employed an auditory phonological priming paradigm being developed for use with normal-hearing and hearing-impaired children. Initial results from normal-hearing adults replicate previous reports of faster naming times for targets following a rhyming prime word than for targets following a prime having no phonemes in common. Results from normal-hearing children will also be reported. [Work supported by NIH-NIDCD T32DC000039.

The impact of second language learning on semantic and nonsemantic first language reading.

PubMed

Nosarti, Chiara; Mechelli, Andrea; Green, David W; Price, Cathy J

2010-02-01

The relationship between orthography (spelling) and phonology (speech sounds) varies across alphabetic languages. Consequently, learning to read a second alphabetic language, that uses the same letters as the first, increases the phonological associations that can be linked to the same orthographic units. In subjects with English as their first language, previous functional imaging studies have reported increased left ventral prefrontal activation for reading words with spellings that are inconsistent with their orthographic neighbors (e.g., PINT) compared with words that are consistent with their orthographic neighbors (e.g., SHIP). Here, using functional magnetic resonance imaging (fMRI) in 17 Italian-English and 13 English-Italian bilinguals, we demonstrate that left ventral prefrontal activation for first language reading increases with second language vocabulary knowledge. This suggests that learning a second alphabetic language changes the way that words are read in the first alphabetic language. Specifically, first language reading is more reliant on both lexical/semantic and nonlexical processing when new orthographic to phonological mappings are introduced by second language learning. Our observations were in a context that required participants to switch between languages. They motivate future fMRI studies to test whether first language reading is also altered in contexts when the second language is not in use.

Enhanced Activation of the Left Inferior Frontal Gyrus in Deaf and Dyslexic Adults during Rhyming

ERIC Educational Resources Information Center

MacSweeney, Mairead; Brammer, Michael J.; Waters, Dafydd; Goswami, Usha

2009-01-01

Hearing developmental dyslexics and profoundly deaf individuals both have difficulties processing the internal structure of words (phonological processing) and learning to read. In hearing non-impaired readers, the development of phonological representations depends on audition. In hearing dyslexics, many argue, auditory processes may be impaired.…

The Role of Phonology in Children's Acquisition of the Plural

ERIC Educational Resources Information Center

Ettlinger, Marc; Zapf, Jennifer

2011-01-01

The correct use of an affix, such as the English plural suffix, may reflect mastery of a morphological process, but it may also depend on children's syntactic, semantic, and phonological abilities. The present article reports a set of experiments in support of this latter view, specifically focusing on the importance of the phonological make-up of…

Contributions of Phonological Awareness, Phonological Short-Term Memory, and Rapid Automated Naming, toward Decoding Ability in Students with Mild Intellectual Disability

ERIC Educational Resources Information Center

Soltani, Amanallah; Roslan, Samsilah

2013-01-01

Reading decoding ability is a fundamental skill to acquire word-specific orthographic information necessary for skilled reading. Decoding ability and its underlying phonological processing skills have been heavily investigated typically among developing students. However, the issue has rarely been noticed among students with intellectual…

Electrophysiological Indices of Spatial Attention during Global/Local Processing in Good and Poor Phonological Decoders

ERIC Educational Resources Information Center

Matthews, Allison Jane; Martin, Frances Heritage

2009-01-01

Previous research suggests a relationship between spatial attention and phonological decoding in developmental dyslexia. The aim of this study was to examine differences between good and poor phonological decoders in the allocation of spatial attention to global and local levels of hierarchical stimuli. A further aim was to investigate the…

Maintenance and Generalization Effects of Semantic and Phonological Treatments of Anomia: A Case Study

ERIC Educational Resources Information Center

Macoir, Joel; Routhier, Sonia; Simard, Anne; Picard, Josee

2012-01-01

Anomia is one of the most frequent manifestations in aphasia. Model-based treatments for anomia usually focus on semantic and/or phonological levels of processing. This study reports treatment of anomia in an individual with chronic aphasia. After baseline testing, she received a training program in which semantic and phonological treatments were…

Implicit Phonological and Semantic Processing in Children with Developmental Dyslexia: Evidence from Event-Related Potentials

ERIC Educational Resources Information Center

Jednorog, K.; Marchewka, A.; Tacikowski, P.; Grabowska, A.

2010-01-01

Dyslexia is characterized by a core phonological deficit, although recent studies indicate that semantic impairment also contributes to this condition. In this study, event-related potentials (ERP) were used to examine whether the N400 wave in dyslexic children is modulated by phonological or semantic priming, similarly to age-matched controls.…

When semantics aids phonology: A processing advantage for iconic word forms in aphasia.

PubMed

Meteyard, Lotte; Stoppard, Emily; Snudden, Dee; Cappa, Stefano F; Vigliocco, Gabriella

2015-09-01

Iconicity is the non-arbitrary relation between properties of a phonological form and semantic content (e.g. "moo", "splash"). It is a common feature of both spoken and signed languages, and recent evidence shows that iconic forms confer an advantage during word learning. We explored whether iconic forms conferred a processing advantage for 13 individuals with aphasia following left-hemisphere stroke. Iconic and control words were compared in four different tasks: repetition, reading aloud, auditory lexical decision and visual lexical decision. An advantage for iconic words was seen for some individuals in all tasks, with consistent group effects emerging in reading aloud and auditory lexical decision. Both these tasks rely on mapping between semantics and phonology. We conclude that iconicity aids spoken word processing for individuals with aphasia. This advantage is due to a stronger connection between semantic information and phonological forms. Copyright © 2015 Elsevier Ltd. All rights reserved.

The multiple deficit model of dyslexia: what does it mean for identification and intervention?

PubMed

Ring, Jeremiah; Black, Jeffrey L

2018-04-24

Research demonstrates that phonological skills provide the basis of reading acquisition and are a primary processing deficit in dyslexia. This consensus has led to the development of effective methods of reading intervention. However, a single phonological deficit is not sufficient to account for the heterogeneity of individuals with dyslexia, and recent research provides evidence that supports a multiple-deficit model of reading disorders. Two studies are presented that investigate (1) the prevalence of phonological and cognitive processing deficit profiles in children with significant reading disability and (2) the effects of those same phonological and cognitive processing skills on reading development in a sample of children that received treatment for dyslexia. The results are discussed in the context of implications for identification and an intervention approach that accommodates multiple deficits within a comprehensive skills-based reading program.

Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties

PubMed Central

Lonigan, Christopher J.; Purpura, David J.; Wilson, Shauna B.; Walker, Patricia M.; Clancy-Menchetti, Jeanine

2013-01-01

Many preschool children are at risk for reading problems because of inadequate emergent literacy skills. Evidence supports the effectiveness of interventions to promote these skills, but questions remain about which intervention components work and whether combining intervention components will result in larger gains. In this study, 324 preschoolers (mean age = 54.32 months, SD = 5.88) from low-income backgrounds (46% girls and 54% boys; 82% African American, 14% White, and 4% other) were randomized to combinations of meaning-focused (dialogic reading or shared reading) and code-focused (phonological awareness, letter knowledge, or both) interventions or a control group. Interventions had statistically significant positive impacts only on measures of their respective skill domains. Combinations of interventions did not enhance outcomes across domains, indicating instructional needs in all areas of weakness for young children at risk for later reading difficulties. Less time for each intervention in the combined phonological awareness and letter knowledge intervention conditions, however, did not result in reduced effects relative to nearly twice as much time for each intervention when children received either only the phonological awareness intervention or only the letter knowledge intervention. This finding suggests that a relatively compact code-focused intervention can address the needs of children with weaknesses in both domains. PMID:23073367

Interaction and Representational Integration: Evidence from Speech Errors

ERIC Educational Resources Information Center

Goldrick, Matthew; Baker, H. Ross; Murphy, Amanda; Baese-Berk, Melissa

2011-01-01

We examine the mechanisms that support interaction between lexical, phonological and phonetic processes during language production. Studies of the phonetics of speech errors have provided evidence that partially activated lexical and phonological representations influence phonetic processing. We examine how these interactive effects are modulated…

Rapid Extraction of Lexical Tone Phonology in Chinese Characters: A Visual Mismatch Negativity Study

PubMed Central

Wang, Xiao-Dong; Liu, A-Ping; Wu, Yin-Yuan; Wang, Peng

2013-01-01

Background In alphabetic languages, emerging evidence from behavioral and neuroimaging studies shows the rapid and automatic activation of phonological information in visual word recognition. In the mapping from orthography to phonology, unlike most alphabetic languages in which there is a natural correspondence between the visual and phonological forms, in logographic Chinese, the mapping between visual and phonological forms is rather arbitrary and depends on learning and experience. The issue of whether the phonological information is rapidly and automatically extracted in Chinese characters by the brain has not yet been thoroughly addressed. Methodology/Principal Findings We continuously presented Chinese characters differing in orthography and meaning to adult native Mandarin Chinese speakers to construct a constant varying visual stream. In the stream, most stimuli were homophones of Chinese characters: The phonological features embedded in these visual characters were the same, including consonants, vowels and the lexical tone. Occasionally, the rule of phonology was randomly violated by characters whose phonological features differed in the lexical tone. Conclusions/Significance We showed that the violation of the lexical tone phonology evoked an early, robust visual response, as revealed by whole-head electrical recordings of the visual mismatch negativity (vMMN), indicating the rapid extraction of phonological information embedded in Chinese characters. Source analysis revealed that the vMMN was involved in neural activations of the visual cortex, suggesting that the visual sensory memory is sensitive to phonological information embedded in visual words at an early processing stage. PMID:23437235

Weak and strong novice readers of English as a foreign language: effects of first language and socioeconomic status.

PubMed

Kahn-Horwitz, Janina; Shimron, Joseph; Sparks, Richard L

2006-06-01

This study examined individual differences among beginning readers of English as a foreign language (EFL). The study concentrated on the effects of underlying first language (L1) knowledge as well as EFL letter and vocabulary knowledge. Phonological and morphological awareness, spelling, vocabulary knowledge, and word reading in Hebrew L1, in addition to knowledge of EFL letters and EFL vocabulary, were measured. The study also investigated the effect of socioeconomic background (SES) on beginning EFL readers. Participants included 145 fourth graders from three schools representing two socioeconomic backgrounds in the north of Israel. The results indicate that knowledge of English letters played a more prominent role than knowledge of Hebrew L1 components in differentiating between strong and weak EFL readers. The Linguistic Coding Differences Hypothesis was supported by L1 phonological awareness, word reading, and vocabulary knowledge appearing as part of discriminating functions. The presence of English vocabulary knowledge as part of the discriminant functions provides support for English word reading being more than just a decoding task for EFL beginner readers. Socioeconomic status differentiated the groups for EFL word recognition but not for EFL reading comprehension.

Pilot study of cognition in children with unilateral hearing loss.

PubMed

Ead, Banan; Hale, Sandra; DeAlwis, Duneesha; Lieu, Judith E C

2013-11-01

The objective of this study was to obtain preliminary data on the cognitive function of children with unilateral hearing loss in order to identify, quantify, and interpret differences in cognitive and language functions between children with unilateral hearing loss and with normal hearing. Fourteen children ages 9-14 years old (7 with severe-to-profound sensorineural unilateral hearing loss and 7 sibling controls with normal hearing) were administered five tests that assessed cognitive functions of working memory, processing speed, attention, and phonological processing. Mean composite scores for phonological processing were significantly lower for the group with unilateral hearing loss than for controls on one composite and four subtests. The unilateral hearing loss group trended toward worse performance on one additional composite and on two additional phonological processing subtests. The unilateral hearing loss group also performed worse than the control group on the complex letter span task. Analysis examining performance on the two levels of task difficulty revealed a significant main effect of task difficulty and an interaction between task difficulty and group. Cognitive function and phonological processing test results suggest two related deficits associated with unilateral hearing loss: (1) reduced accuracy and efficiency associated with phonological processing, and (2) impaired executive control function when engaged in maintaining verbal information in the face of processing incoming, irrelevant verbal information. These results provide a possible explanation for the educational difficulties experienced by children with unilateral hearing loss. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Non-word repetition in children with specific language impairment: a deficit in phonological working memory or in long-term verbal knowledge?

PubMed

Casalini, Claudia; Brizzolara, Daniela; Chilosi, Anna; Cipriani, Paola; Marcolini, Stefania; Pecini, Chiara; Roncoli, Silvia; Burani, Cristina

2007-08-01

In this study we investigated the effects of long-term memory (LTM) verbal knowledge on short-term memory (STM) verbal recall in a sample of Italian children affected by different subtypes of specific language impairment (SLI). The aim of the study was to evaluate if phonological working memory (PWM) abilities of SLI children can be supported by LTM linguistic representations and if PWM performances can be differently affected in the various subtypes of SLI. We tested a sample of 54 children affected by Mixed Receptive-Expressive (RE), Expressive (Ex) and Phonological (Ph) SLI (DSM-IV - American Psychiatric Association, 1994) by means of a repetition task of words (W) and non-words (NW) differing in morphemic structure [morphological non-words (MNW), consisting of combinations of roots and affixes - and simple non-words - with no morphological constituency]. We evaluated the effects of lexical and morpho-lexical LTM representations on STM recall by comparing the repetition accuracy across the three types of stimuli. Results indicated that although SLI children, as a group, showed lower repetition scores than controls, their performance was affected similarly to controls by the type of stimulus and the experimental manipulation of the non-words (better repetition of W than MNW and NW, and of MNW than NW), confirming the recourse to LTM verbal representations to support STM recall. The influence of LTM verbal knowledge on STM recall in SLI improved with age and did not differ among the three types of SLI. However, the three types of SLI differed in the accuracy of their repetition performances (PMW abilities), with the Phonological group showing the best scores. The implications for SLI theory and practice are discussed.

The differential role of phonological and distributional cues in grammatical categorisation.

PubMed

Monaghan, Padraic; Chater, Nick; Christiansen, Morten H

2005-06-01

Recognising the grammatical categories of words is a necessary skill for the acquisition of syntax and for on-line sentence processing. The syntactic and semantic context of the word contribute as cues for grammatical category assignment, but phonological cues, too, have been implicated as important sources of information. The value of phonological and distributional cues has not, with very few exceptions, been empirically assessed. This paper presents a series of analyses of phonological cues and distributional cues and their potential for distinguishing grammatical categories of words in corpus analyses. The corpus analyses indicated that phonological cues were more reliable for less frequent words, whereas distributional information was most valuable for high frequency words. We tested this prediction in an artificial language learning experiment, where the distributional and phonological cues of categories of nonsense words were varied. The results corroborated the corpus analyses. For high-frequency nonwords, distributional information was more useful, whereas for low-frequency words there was more reliance on phonological cues. The results indicate that phonological and distributional cues contribute differentially towards grammatical categorisation.

Contrast Responsivity in MT+ Correlates with Phonological Awareness and Reading Measures in Children

PubMed Central

Ben-Shachar, Michal; Dougherty, Robert F.; Deutsch, Gayle K.; Wandell, Brian A.

2007-01-01

There are several independent sets of findings concerning the neural basis of reading. One set demonstrates a powerful relationship between phonological processing and reading skills. Another set reveals a relationship between visual responses in the motion pathways and reading skills. It is widely assumed that these two findings are unrelated. We tested the hypothesis that phonological awareness is related to motion responsivity in children’s MT+. We measured BOLD signals to drifting gratings as a function of contrast. Subjects were 35 children ages 7–12y with a wide range of reading skills. Contrast responsivity in MT+, but not V1, was correlated with phonological awareness and to a lesser extent with two other measures of reading. No correlation was found between MT+ signals and rapid naming, age or general IQ measures. These results establish an important link between visual and phonological processing in children and suggest that MT+ responsivity is a marker for healthy reading development. PMID:17689981

Orthographic and phonological contributions to reading development: tracking developmental trajectories using masked priming.

PubMed

Ziegler, Johannes C; Bertrand, Daisy; Lété, Bernard; Grainger, Jonathan

2014-04-01

The present study used a variant of masked priming to track the development of 2 marker effects of orthographic and phonological processing from Grade 1 through Grade 5 in a cross-sectional study. Pseudohomophone (PsH) priming served as a marker for phonological processing, whereas transposed-letter (TL) priming was a marker for coarse-grained orthographic processing. The results revealed a clear developmental picture. First, the PsH priming effect was significant and remained stable across development, suggesting that phonology not only plays an important role in early reading development but continues to exert a robust influence throughout reading development. This finding challenges the view that more advanced readers should rely less on phonological information than younger readers. Second, the TL priming effect increased monotonically with grade level and reading age, which suggests greater reliance on coarse-grained orthographic coding as children become better readers. Thus, TL priming effects seem to be a good marker effect for children's ability to use coarse-grained orthographic coding to speed up direct lexical access in alphabetic languages. The results were predicted by the dual-route model of orthographic processing, which suggests that direct orthographic access is achieved through coarse-grained orthographic coding that tolerates some degree of flexibility in letter order. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Artificial Language Learning and Feature-Based Generalization

ERIC Educational Resources Information Center

Finley, Sara; Badecker, William

2009-01-01

Abstract representations such as subsegmental phonological features play such a vital role in explanations of phonological processes that many assume that these representations play an equally prominent role in the learning process. This assumption is tested in three artificial grammar experiments involving a mini language with morpho-phonological…

Verbal Working Memory in Older Adults: The Roles of Phonological Capacities and Processing Speed

ERIC Educational Resources Information Center

Nittrouer, Susan; Lowenstein, Joanna H.; Wucinich, Taylor; Moberly, Aaron C.

2016-01-01

Purpose: This study examined the potential roles of phonological sensitivity and processing speed in age-related declines of verbal working memory. Method: Twenty younger and 25 older adults with age-normal hearing participated. Two measures of verbal working memory were collected: digit span and serial recall of words. Processing speed was…

The Effect of Task in Deaf Readers' Graphophonological Processes: A Longitudinal Study

ERIC Educational Resources Information Center

Daigle, Daniel; Berthiaume, Rachel; Demont, Elisabeth

2012-01-01

This article reports on an investigation of graphophonological processes in deaf readers of French over a 1-year period. Deaf readers are known to have a phonological deficit compared to hearing peers, and conclusions from studies on this question are often conflicting. Among the different types of phonological processing, we can identify…

Neural Correlates of Phonological Processing in Speech Sound Disorder: A Functional Magnetic Resonance Imaging Study

ERIC Educational Resources Information Center

Tkach, Jean A.; Chen, Xu; Freebairn, Lisa A.; Schmithorst, Vincent J.; Holland, Scott K.; Lewis, Barbara A.

2011-01-01

Speech sound disorders (SSD) are the largest group of communication disorders observed in children. One explanation for these disorders is that children with SSD fail to form stable phonological representations when acquiring the speech sound system of their language due to poor phonological memory (PM). The goal of this study was to examine PM in…

The Locus of Serial Processing in Reading Aloud: Orthography-to-Phonology Computation or Speech Planning?

ERIC Educational Resources Information Center

Mousikou, Petroula; Rastle, Kathleen; Besner, Derek; Coltheart, Max

2015-01-01

Dual-route theories of reading posit that a sublexical reading mechanism that operates serially and from left to right is involved in the orthography-to-phonology computation. These theories attribute the masked onset priming effect (MOPE) and the phonological Stroop effect (PSE) to the serial left-to-right operation of this mechanism. However,…

A Closer Look at Phonology as a Predictor of Spoken Sentence Processing and Word Reading

ERIC Educational Resources Information Center

Myers, Suzanne; Robertson, Erin K.

2015-01-01

The goal of this study was to tease apart the roles of phonological awareness (pA) and phonological short-term memory (pSTM) in sentence comprehension, sentence production, and word reading. Children 6- to 10-years of age (N = 377) completed standardized tests of pA ("Elision") and pSTM ("Nonword Repetition") from the…

Vowel bias in Danish word-learning: processing biases are language-specific.

PubMed

Højen, Anders; Nazzi, Thierry

2016-01-01

The present study explored whether the phonological bias favoring consonants found in French-learning infants and children when learning new words (Havy & Nazzi, 2009; Nazzi, 2005) is language-general, as proposed by Nespor, Peña and Mehler (2003), or varies across languages, perhaps as a function of the phonological or lexical properties of the language in acquisition. To do so, we used the interactive word-learning task set up by Havy and Nazzi (2009), teaching Danish-learning 20-month-olds pairs of phonetically similar words that contrasted either on one of their consonants or one of their vowels, by either one or two phonological features. Danish was chosen because it has more vowels than consonants, and is characterized by extensive consonant lenition. Both phenomena could disfavor a consonant bias. Evidence of word-learning was found only for vocalic information, irrespective of whether one or two phonological features were changed. The implication of these findings is that the phonological biases found in early lexical processing are not language-general but develop during language acquisition, depending on the phonological or lexical properties of the native language. © 2015 John Wiley & Sons Ltd.

A Short Report: Word-Level Phonological and Lexical Characteristics Interact to Influence Phoneme Awareness

PubMed Central

Hogan, Tiffany P.

2010-01-01

In this study, we examined the influence of word-level phonological and lexical characteristics on early phoneme awareness. Typically-developing children, ages 61–78 months, completed a phoneme-based, odd-one-out task that included consonant-vowel-consonant word sets (e.g., “chair-chain-ship”) that varied orthogonally by a phonological characteristic, sound-contrast similarity (similar vs. dissimilar), and a lexical characteristic, neighborhood density (dense vs. sparse). In a subsample of the participants – those with the highest vocabularies – results were in line with a predicted interactive effect of phonological and lexical characteristics on phoneme awareness performance: word sets contrasting similar sounds were less likely to yield correct responses in words from sparse neighborhoods than words from dense neighborhoods. Word sets contrasting dissimilar sounds were most likely to yield correct responses regardless of the words’ neighborhood density. Based on these findings, theories of early phoneme awareness development should consider both word-level (e.g., phonological and lexical characteristics) and child-level (e.g., vocabulary knowledge) influences on phoneme awareness performance. Attention to these word-level item influences is predicted to result in more sensitive and specific measures of reading risk. PMID:20574064

Language outcomes at 12 years for children exposed prenatally to cocaine.

PubMed

Lewis, Barbara A; Minnes, Sonia; Short, Elizabeth J; Min, Meeyoung O; Wu, Miaoping; Lang, Adelaide; Weishampel, Paul; Singer, Lynn T

2013-10-01

In this study, the authors aimed to examine the long-term effects of prenatal cocaine exposure (PCE) on the language development of 12-year-old children using a prospective design, controlling for confounding prenatal drug exposure and environmental factors. Children who were exposed to cocaine in utero (PCE; n = 183) and children who were not exposed to cocaine (i.e., no cocaine exposure [NCE]; n = 181) were followed prospectively from birth to 12 years of age and were compared on language subtests of the Test of Language Development-Intermediate, Third Edition ( Hammill & Newcomer, 1997b), and phonological processing as measured by the Comprehensive Test of Phonological Processing ( Wagner & Torgesen, 1999). The authors evaluated the relationship of PCE to language development through a multivariate analysis of covariance and regression analyses while controlling for confounders. Results show that PCE has small effects on specific aspects of language, including syntax and phonological processing. The caregiver variables of lower maternal vocabulary, more psychological symptoms, and a poorer home environment also had consistent effects on language and phonological processing scores. These findings suggest that PCE continues to have small, subtle effects on specific aspects of language at age 12 years. Phonological processing skills were significantly related to the reading outcomes of letter-word identification, reading fluency, and reading comprehension, indicating that PCE also has small but lasting effects on the language skills that are related to later literacy skills.

Morphological awareness as a function of semantics, phonology, and orthography and as a predictor of reading comprehension in Chinese.

PubMed

Li, Hong; Dronjic, Vedran; Chen, X I; Li, Yixun; Cheng, Yahua; Wu, Xinchun

2017-09-01

This study investigates the contributions of semantic, phonological, and orthographic factors to morphological awareness of 413 Chinese-speaking students in Grades 2, 4, and 6, and its relationship with reading comprehension. Participants were orally presented with pairs of bimorphemic compounds and asked to judge whether the first morphemes of the words shared a meaning. Morpheme identity (same or different), whole-word semantic relatedness (high or low), orthography (same or different), and phonology (same or different) were manipulated. By Grade 6, children were able to focus on meaning similarities across morphemes while ignoring the distraction of form, but they remained influenced by whole-word semantic relatedness. Children's ability to overcome the distraction of phonology consistently improved with age, but did not reach ceiling, whereas the parallel ability for orthography reached ceiling at Grade 6. Morphological judgment performance was a significant unique predictor of reading comprehension when character naming and vocabulary knowledge were accounted for.

Cross-language phonological activation: evidence from masked onset priming and ERPs.

PubMed

Jouravlev, Olessia; Lupker, Stephen J; Jared, Debra

2014-07-01

The goal of the present research was to provide direct evidence for the cross-language interaction of phonologies at the sub-lexical level by using the masked onset priming paradigm. More specifically, we investigated whether there is a cross-language masked onset priming effect (MOPE) with L2 (English) primes and L1 (Russian) targets and whether it is modulated by the orthographic similarity of primes and targets. Primes and targets had onsets that overlapped either only phonologically, only orthographically, both phonologically and orthographically, or did not have any overlap. Phonological overlap, but not orthographic overlap, between primes and targets led to faster naming latencies. In contrast, the ERP data provided evidence for effects of both phonological and orthographic overlap. Finally, the time-course of phonological and orthographic processing for our bilinguals mirrored the time-course previously reported for monolinguals in the ERP data. These results provide evidence for shared representations at the sub-lexical level for a bilingual's two languages. Copyright © 2014 Elsevier Inc. All rights reserved.

Age-related differences in the neural bases of phonological and semantic processes

PubMed Central

Diaz, Michele T.; Johnson, Micah A.; Burke, Deborah M.; Madden, David J.

2014-01-01

Changes in language functions during normal aging are greater for phonological compared to semantic processes. To investigate the behavioral and neural basis for these age-related differences, we used functional magnetic resonance imaging (fMRI) to examine younger and older adults who made semantic and phonological decisions about pictures. The behavioral performance of older adults was less accurate and less efficient than younger adults’ in the phonological task, but did not differ in the semantic task. In the fMRI analyses, the semantic task activated left-hemisphere language regions, while the phonological task activated bilateral cingulate and ventral precuneus. Age-related effects were widespread throughout the brain, and most often expressed as greater activation for older adults. Activation was greater for younger compared to older adults in ventral brain regions involved in visual and object processing. Although there was not a significant Age x Condition interaction in the whole-brain fMRI results, correlations examining the relationship between behavior and fMRI activation were stronger for younger compared to older adults. Our results suggest that the relationship between behavior and neural activation declines with age and this may underlie some of the observed declines in performance. PMID:24893737

Visual Processing Deficits in Children with Slow RAN Performance

ERIC Educational Resources Information Center

Stainthorp, Rhona; Stuart, Morag; Powell, Daisy; Quinlan, Philip; Garwood, Holly

2010-01-01

Two groups of 8- to 10-year-olds differing in rapid automatized naming speed but matched for age, verbal and nonverbal ability, phonological awareness, phonological memory, and visual acuity participated in four experiments investigating early visual processing. As low RAN children had significantly slower simple reaction times (SRT) this was…

Intrusive [r] and Optimal Epenthetic Consonants

ERIC Educational Resources Information Center

Uffmann, Christian

2007-01-01

This paper argues against the view of intrusive [r] as a synchronically arbitrary insertion process. Instead, it is seen as a phonologically natural process, which can be modelled within the framework of Optimality Theory (OT). Insertion of [r] in phonologically restricted environments is a consequence of a more general theory of consonant…

Neural Correlates of Sublexical Processing in Phonological Working Memory

ERIC Educational Resources Information Center

McGettigan, Carolyn; Warren, Jane E.; Eisner, Frank; Marshall, Chloe R.; Shanmugalingam, Pradheep; Scott, Sophie K.

2011-01-01

This study investigated links between working memory and speech processing systems. We used delayed pseudoword repetition in fMRI to investigate the neural correlates of sublexical structure in phonological working memory (pWM). We orthogonally varied the number of syllables and consonant clusters in auditory pseudowords and measured the neural…

Masked Speech Recognition and Reading Ability in School-Age Children: Is There a Relationship?

ERIC Educational Resources Information Center

Miller, Gabrielle; Lewis, Barbara; Benchek, Penelope; Buss, Emily; Calandruccio, Lauren

2018-01-01

Purpose: The relationship between reading (decoding) skills, phonological processing abilities, and masked speech recognition in typically developing children was explored. This experiment was designed to evaluate the relationship between phonological processing and decoding abilities and 2 aspects of masked speech recognition in typically…

Auditory Frequency Discrimination in Children with Dyslexia

ERIC Educational Resources Information Center

Halliday, Lorna F.; Bishop, Dorothy V. M.

2006-01-01

A popular hypothesis holds that developmental dyslexia is caused by phonological processing problems and is therefore linked to difficulties in the analysis of spoken as well as written language. It has been suggested that these phonological deficits might be attributable to low-level problems in processing the temporal fine structure of auditory…

Dyslexia and Specific Language Impairment: The Role of Phonology and Auditory Processing

ERIC Educational Resources Information Center

Fraser, Jill; Goswami, Usha; Conti-Ramsden, Gina

2010-01-01

We explore potential similarities between developmental dyslexia (specific reading disability [SRD]) and specific language impairment (SLI) in terms of phonological skills, underlying auditory processing abilities, and nonphonological language skills. Children aged 9 to 11 years with reading and/or language difficulties were recruited and compared…

A Developmental Perspective on Dyslexic Subtypes.

ERIC Educational Resources Information Center

Manis, Franklin R.; And Others

1988-01-01

Forty normal readers and 50 dyslexic children (age 9-14) were matched on reading level and intelligence quotient and tested. Analysis revealed 3 major subgroups: specific deficit in phonological processing of print (52 percent), deficits in processing both the phonological and orthographic features of printed words (24 percent), and phonological…

The Interplay of Silent Reading, Reading-While-Listening and Listening-Only

ERIC Educational Resources Information Center

Nakashima, Kohji; Stephens, Meredith; Kamata, Suzanne

2018-01-01

Leading scholars (Gilbert, 2009; Walter, 2008) have highlighted the importance of phonological processing in learning to read. Nevertheless, reading in Japan has traditionally been taught without adequate attention to the role of phonological processing. Accordingly, it was speculated that Japanese university students would demonstrate superior…

Relations between Short-term Memory Deficits, Semantic Processing, and Executive Function

PubMed Central

Allen, Corinne M.; Martin, Randi C.; Martin, Nadine

2012-01-01

Background Previous research has suggested separable short-term memory (STM) buffers for the maintenance of phonological and lexical-semantic information, as some patients with aphasia show better ability to retain semantic than phonological information and others show the reverse. Recently, researchers have proposed that deficits to the maintenance of semantic information in STM are related to executive control abilities. Aims The present study investigated the relationship of executive function abilities with semantic and phonological short-term memory (STM) and semantic processing in such patients, as some previous research has suggested that semantic STM deficits and semantic processing abilities are critically related to specific or general executive function deficits. Method and Procedures 20 patients with aphasia and STM deficits were tested on measures of short-term retention, semantic processing, and both complex and simple executive function tasks. Outcome and Results In correlational analyses, we found no relation between semantic STM and performance on simple or complex executive function tasks. In contrast, phonological STM was related to executive function performance in tasks that had a verbal component, suggesting that performance in some executive function tasks depends on maintaining or rehearsing phonological codes. Although semantic STM was not related to executive function ability, performance on semantic processing tasks was related to executive function, perhaps due to similar executive task requirements in both semantic processing and executive function tasks. Conclusions Implications for treatment and interpretations of executive deficits are discussed. PMID:22736889

Brain activity during auditory and visual phonological, spatial and simple discrimination tasks.

PubMed

Salo, Emma; Rinne, Teemu; Salonen, Oili; Alho, Kimmo

2013-02-16

We used functional magnetic resonance imaging to measure human brain activity during tasks demanding selective attention to auditory or visual stimuli delivered in concurrent streams. Auditory stimuli were syllables spoken by different voices and occurring in central or peripheral space. Visual stimuli were centrally or more peripherally presented letters in darker or lighter fonts. The participants performed a phonological, spatial or "simple" (speaker-gender or font-shade) discrimination task in either modality. Within each modality, we expected a clear distinction between brain activations related to nonspatial and spatial processing, as reported in previous studies. However, within each modality, different tasks activated largely overlapping areas in modality-specific (auditory and visual) cortices, as well as in the parietal and frontal brain regions. These overlaps may be due to effects of attention common for all three tasks within each modality or interaction of processing task-relevant features and varying task-irrelevant features in the attended-modality stimuli. Nevertheless, brain activations caused by auditory and visual phonological tasks overlapped in the left mid-lateral prefrontal cortex, while those caused by the auditory and visual spatial tasks overlapped in the inferior parietal cortex. These overlapping activations reveal areas of multimodal phonological and spatial processing. There was also some evidence for intermodal attention-related interaction. Most importantly, activity in the superior temporal sulcus elicited by unattended speech sounds was attenuated during the visual phonological task in comparison with the other visual tasks. This effect might be related to suppression of processing irrelevant speech presumably distracting the phonological task involving the letters. Copyright © 2012 Elsevier B.V. All rights reserved.

Phonological coding during reading.

PubMed

Leinenger, Mallorie

2014-11-01

The exact role that phonological coding (the recoding of written, orthographic information into a sound based code) plays during silent reading has been extensively studied for more than a century. Despite the large body of research surrounding the topic, varying theories as to the time course and function of this recoding still exist. The present review synthesizes this body of research, addressing the topics of time course and function in tandem. The varying theories surrounding the function of phonological coding (e.g., that phonological codes aid lexical access, that phonological codes aid comprehension and bolster short-term memory, or that phonological codes are largely epiphenomenal in skilled readers) are first outlined, and the time courses that each maps onto (e.g., that phonological codes come online early [prelexical] or that phonological codes come online late [postlexical]) are discussed. Next the research relevant to each of these proposed functions is reviewed, discussing the varying methodologies that have been used to investigate phonological coding (e.g., response time methods, reading while eye-tracking or recording EEG and MEG, concurrent articulation) and highlighting the advantages and limitations of each with respect to the study of phonological coding. In response to the view that phonological coding is largely epiphenomenal in skilled readers, research on the use of phonological codes in prelingually, profoundly deaf readers is reviewed. Finally, implications for current models of word identification (activation-verification model, Van Orden, 1987; dual-route model, e.g., M. Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001; parallel distributed processing model, Seidenberg & McClelland, 1989) are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Phonological coding during reading

PubMed Central

Leinenger, Mallorie

2014-01-01

The exact role that phonological coding (the recoding of written, orthographic information into a sound based code) plays during silent reading has been extensively studied for more than a century. Despite the large body of research surrounding the topic, varying theories as to the time course and function of this recoding still exist. The present review synthesizes this body of research, addressing the topics of time course and function in tandem. The varying theories surrounding the function of phonological coding (e.g., that phonological codes aid lexical access, that phonological codes aid comprehension and bolster short-term memory, or that phonological codes are largely epiphenomenal in skilled readers) are first outlined, and the time courses that each maps onto (e.g., that phonological codes come online early (pre-lexical) or that phonological codes come online late (post-lexical)) are discussed. Next the research relevant to each of these proposed functions is reviewed, discussing the varying methodologies that have been used to investigate phonological coding (e.g., response time methods, reading while eyetracking or recording EEG and MEG, concurrent articulation) and highlighting the advantages and limitations of each with respect to the study of phonological coding. In response to the view that phonological coding is largely epiphenomenal in skilled readers, research on the use of phonological codes in prelingually, profoundly deaf readers is reviewed. Finally, implications for current models of word identification (activation-verification model (Van Order, 1987), dual-route model (e.g., Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001), parallel distributed processing model (Seidenberg & McClelland, 1989)) are discussed. PMID:25150679

Incremental Phonological Encoding during Unscripted Sentence Production

PubMed Central

Jaeger, T. Florian; Furth, Katrina; Hilliard, Caitlin

2012-01-01

We investigate phonological encoding during unscripted sentence production, focusing on the effect of phonological overlap on phonological encoding. Previous work on this question has almost exclusively employed isolated word production or highly scripted multi-word production. These studies have led to conflicting results: some studies found that phonological overlap between two words facilitates phonological encoding, while others found inhibitory effects. One worry with many of these paradigms is that they involve processes that are not typical to everyday language use, which calls into question to what extent their findings speak to the architectures and mechanisms underlying language production. We present a paradigm to investigate the consequences of phonological overlap between words in a sentence while leaving speakers much of the lexical and structural choices typical in everyday language use. Adult native speakers of English described events in short video clips. We annotated the presence of disfluencies and the speech rate at various points throughout the sentence, as well as the constituent order. We find that phonological overlap has an inhibitory effect on phonological encoding. Specifically, if adjacent content words share their phonological onset (e.g., hand the hammer), they are preceded by production difficulty, as reflected in fluency and speech rate. We also find that this production difficulty affects speakers’ constituent order preferences during grammatical encoding. We discuss our results and previous works to isolate the properties of other paradigms that resulted in facilitatory or inhibitory results. The data from our paradigm also speak to questions about the scope of phonological planning in unscripted speech and as to whether phonological and grammatical encoding interact. PMID:23162515

Exploring the Phenotype of Phonological Reading Disability as a Function of the Phonological Deficit Severity: Evidence from the Error Analysis Paradigm in Arabic

ERIC Educational Resources Information Center

Taha, Haitham; Ibrahim, Raphiq; Khateb, Asaid

2014-01-01

The dominant error types were investigated as a function of phonological processing (PP) deficit severity in four groups of impaired readers. For this aim, an error analysis paradigm distinguishing between four error types was used. The findings revealed that the different types of impaired readers were characterized by differing predominant error…

Development of Phonological Processing Skills in Children with Specific Language Impairment with and without Literacy Delay: A 3-Year Longitudinal Study

ERIC Educational Resources Information Center

Vandewalle, Ellen; Boets, Bart; Ghesquiere, Pol; Zink, Inge

2012-01-01

Purpose: To compare the development of phonological skills in children with specific language impairment (SLI) with and without literacy delay and to examine whether kindergarten phonological skills could discriminate these 2 groups. Method: In a longitudinal study, 8 children with SLI and literacy delay, 10 children with SLI and normal literacy,…

Effects of Phonological Contrast on Auditory Word Discrimination in Children with and without Reading Disability: A Magnetoencephalography (MEG) Study

ERIC Educational Resources Information Center

Wehner, Daniel T.; Ahlfors, Seppo P.; Mody, Maria

2007-01-01

Poor readers perform worse than their normal reading peers on a variety of speech perception tasks, which may be linked to their phonological processing abilities. The purpose of the study was to compare the brain activation patterns of normal and impaired readers on speech perception to better understand the phonological basis in reading…

Task Effects in the Mid-Fusiform Gyrus: A Comparison of Orthographic, Phonological, and Semantic Processing of Chinese Characters

ERIC Educational Resources Information Center

Guo, Yi; Burgund, E. Darcy

2010-01-01

The left mid-fusiform gyrus is repeatedly reported to be involved in visual word processing. Nevertheless, it is controversial whether this area responds to orthographic processing of reading. To examine this idea, neural activity was measured using functional magnetic resonance imaging in the present study while subjects performed phonological,…

Phonological bases for L2 morphological learning.

PubMed

Hu, Chieh-Fang

2010-08-01

Two experiments examined the hypothesis that L1 phonological awareness plays a role in children's ability to extract morphological patterns of English as L2 from the auditory input. In Experiment 1, 84 Chinese-speaking third graders were tested on whether they extracted the alternation pattern between the base and the derived form (e.g., inflate - inflation) from multiple exposures. Experiment 2 further assessed children's ability to use morphological cues for syntactic categorization through exposures to novel morphologically varying forms (e.g., lutate vs. lutant) presented in the corresponding sentential positions (noun vs. verb). The third-grade EFL learners revealed emergent sensitivity to the morphological cues in the input but failed in fully processing intraword variations. The learners with poorer L1 PA were likely to encounter difficulties in identifying morphological alternation rules and in discovering the syntactic properties of L2 morphology. In addition to L1 PA, L2 vocabulary knowledge also contributed significantly to L2 morphological learning.

Are preservice teachers prepared to teach struggling readers?

PubMed

Washburn, Erin K; Joshi, R Malatesha; Binks Cantrell, Emily

2011-06-01

Reading disabilities such as dyslexia, a specific learning disability that affects an individual's ability to process written language, are estimated to affect 15-20% of the general population. Consequently, elementary school teachers encounter students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However, recent evidence may suggest that teacher preparation programs are not providing preservice teachers with information about basic language constructs and other components related to scientifically based reading instruction. As a consequence preservice teachers have not exhibited explicit knowledge of such concepts in previous studies. Few studies have sought to assess preservice teachers' knowledge about dyslexia in conjunction with knowledge of basic language concepts. The purpose of the present study was to examine elementary school preservice teachers' knowledge of basic language constructs and their perceptions and knowledge about dyslexia. Findings from the present study suggest that preservice teachers, on average, are able to display implicit skills related to certain basic language constructs (i.e., syllable counting), but fail to demonstrate explicit knowledge of others (i.e., phonics principles). Also, preservice teachers seem to hold the common misconception that dyslexia is a visual perception deficit rather than a problem with phonological processing. Implications for future research as well as teacher preparation are discussed.

Role of Visual Speech in Phonological Processing by Children with Hearing Loss

ERIC Educational Resources Information Center

Jerger, Susan; Tye-Murray, Nancy; Abdi, Herve

2009-01-01

Purpose: This research assessed the influence of visual speech on phonological processing by children with hearing loss (HL). Method: Children with HL and children with normal hearing (NH) named pictures while attempting to ignore auditory or audiovisual speech distractors whose onsets relative to the pictures were either congruent, conflicting in…

General Auditory Processing, Speech Perception and Phonological Awareness Skills in Chinese-English Biliteracy

ERIC Educational Resources Information Center

Chung, Kevin K. H.; McBride-Chang, Catherine; Cheung, Him; Wong, Simpson W. L.

2013-01-01

This study focused on the associations of general auditory processing, speech perception, phonological awareness and word reading in Cantonese-speaking children from Hong Kong learning to read both Chinese (first language [L1]) and English (second language [L2]). Children in Grades 2--4 ("N" = 133) participated and were administered…

Modelling Relations between Sensory Processing, Speech Perception, Orthographic and Phonological Ability, and Literacy Achievement

ERIC Educational Resources Information Center

Boets, Bart; Wouters, Jan; van Wieringen, Astrid; De Smedt, Bert; Ghesquiere, Pol

2008-01-01

The general magnocellular theory postulates that dyslexia is the consequence of a multimodal deficit in the processing of transient and dynamic stimuli. In the auditory modality, this deficit has been hypothesized to interfere with accurate speech perception, and subsequently disrupt the development of phonological and later reading and spelling…

An fMRI Study of Multimodal Semantic and Phonological Processing in Reading Disabled Adolescents

ERIC Educational Resources Information Center

Landi, Nicole; Mencl, W. Einar; Frost, Stephen J.; Sandak, Rebecca; Pugh, Kenneth R.

2010-01-01

Using functional magnetic resonance imaging, we investigated multimodal (visual and auditory) semantic and unimodal (visual only) phonological processing in reading disabled (RD) adolescents and non-impaired (NI) control participants. We found reduced activation for RD relative to NI in a number of left-hemisphere reading-related areas across all…

Phonological Processing in Adults with Deficits in Musical Pitch Recognition

ERIC Educational Resources Information Center

Jones, Jennifer L.; Lucker, Jay; Zalewski, Christopher; Brewer, Carmen; Drayna, Dennis

2009-01-01

We identified individuals with deficits in musical pitch recognition by screening a large random population using the Distorted Tunes Test (DTT), and enrolled individuals who had DTT scores in the lowest 10th percentile, classified as tune deaf. We examined phonological processing abilities in 35 tune deaf and 34 normal control individuals. Eight…

How Is Phonological Processing Related to Individual Differences in Children's Arithmetic Skills?

ERIC Educational Resources Information Center

De Smedt, Bert; Taylor, Jessica; Archibald, Lisa; Ansari, Daniel

2010-01-01

While there is evidence for an association between the development of reading and arithmetic, the precise locus of this relationship remains to be determined. Findings from cognitive neuroscience research that point to shared neural correlates for phonological processing and arithmetic as well as recent behavioral evidence led to the present…

Reading and Visual Processing in Greek Dyslexic Children: An Eye-Movement Study

ERIC Educational Resources Information Center

Hatzidaki, Anna; Gianneli, Maria; Petrakis, Eftichis; Makaronas, Nikolaos; Aslanides, Ioannis M.

2011-01-01

We examined the impact of the effects of dyslexia on various processing and cognitive components (e.g., reading speed and accuracy) in a language with high phonological and orthographic consistency. Greek dyslexic children were compared with a chronological age-matched group on tasks that tested participants' phonological and orthographic…

The Relationship between Phonological and Auditory Processing and Brain Organization in Beginning Readers

ERIC Educational Resources Information Center

Pugh, Kenneth R.; Landi, Nicole; Preston, Jonathan L.; Mencl, W. Einar; Austin, Alison C.; Sibley, Daragh; Fulbright, Robert K.; Seidenberg, Mark S.; Grigorenko, Elena L.; Constable, R. Todd; Molfese, Peter; Frost, Stephen J.

2013-01-01

We employed brain-behavior analyses to explore the relationship between performance on tasks measuring phonological awareness, pseudoword decoding, and rapid auditory processing (all predictors of reading (dis)ability) and brain organization for print and speech in beginning readers. For print-related activation, we observed a shared set of…

What Is the deficit in Phonological Processing Deficits: Auditory Sensitivity, Masking, or Category Formation?

ERIC Educational Resources Information Center

Nittrouer, Susan; Shune, Samantha; Lowenstein, Joanna H.

2011-01-01

Although children with language impairments, including those associated with reading, usually demonstrate deficits in phonological processing, there is minimal agreement as to the source of those deficits. This study examined two problems hypothesized to be possible sources: either poor auditory sensitivity to speech-relevant acoustic properties,…

The Influence of Semantic Processing on Phonological Decisions in Children and Adults: A Magnetoencephalography (MEG) Study

ERIC Educational Resources Information Center

Wehner, Daniel T.; Ahlfors, Seppo P.; Mody, Maria

2007-01-01

Purpose: To examine the behavioral effects and neural activation patterns associated with implicit semantic processing influences on phonological judgments during reading in children and adults. Method: Whole-head magnetoencephalography (MEG) recordings were obtained from 2 groups, children (9-13 years) and adults, performing a homophone judgment…

Auditory processing and phonological awareness skills of five-year-old children with and without musical experience.

PubMed

Escalda, Júlia; Lemos, Stela Maris Aguiar; França, Cecília Cavalieri

2011-09-01

To investigate the relations between musical experience, auditory processing and phonological awareness of groups of 5-year-old children with and without musical experience. Participants were 56 5-year-old subjects of both genders, 26 in the Study Group, consisting of children with musical experience, and 30 in the Control Group, consisting of children without musical experience. All participants were assessed with the Simplified Auditory Processing Assessment and Phonological Awareness Test and the data was statistically analyzed. There was a statistically significant difference between the results of the sequential memory test for verbal and non-verbal sounds with four stimuli, phonological awareness tasks of rhyme recognition, phonemic synthesis and phonemic deletion. Analysis of multiple binary logistic regression showed that, with exception of the sequential verbal memory with four syllables, the observed difference in subjects' performance was associated with their musical experience. Musical experience improves auditory and metalinguistic abilities of 5-year-old children.

Developmental delays in phonological recoding among children and adolescents with Down syndrome and Williams syndrome.

PubMed

Danielsson, Henrik; Henry, Lucy; Messer, David; Carney, Daniel P J; Rönnberg, Jerker

2016-08-01

This study examined the development of phonological recoding in short-term memory (STM) span tasks among two clinical groups with contrasting STM and language profiles: those with Down syndrome (DS) and Williams syndrome (WS). Phonological recoding was assessed by comparing: (1) performance on phonologically similar and dissimilar items (phonological similarity effects, PSE); and (2) items with short and long names (word length effects, WLE). Participant groups included children and adolescents with DS (n=29), WS (n=25) and typical development (n=51), all with average mental ages around 6 years. The group with WS, contrary to predictions based on their relatively strong verbal STM and language abilities, showed no evidence for phonological recoding. Those in the group with DS, with weaker verbal STM and language abilities, showed positive evidence for phonological recoding (PSE), but to a lesser degree than the typical group (who showed PSE and WLE). These findings provide new information about the memory systems of these groups of children and adolescents, and suggest that STM processes involving phonological recoding do not fit with the usual expectations of the abilities of children and adolescents with WS and DS. Copyright © 2016 Elsevier Ltd. All rights reserved.

Language Outcomes at 12 Years for Children Exposed Prenatally to Cocaine

PubMed Central

Lewis, Barbara A.; Minnes, Sonia; Short, Elizabeth J.; Min, Meeyoung O.; Wu, Miaoping; Lang, Adelaide; Weishampel, Paul; Singer, Lynn T.

2014-01-01

Purpose In this study, the authors aimed to examine the long-term effects of prenatal cocaine exposure (PCE) on the language development of 12-year-old children using a prospective design, controlling for confounding prenatal drug exposure and environmental factors. Method Children who were exposed to cocaine in utero (PCE; n = 183) and children who were not exposed to cocaine (i.e., no cocaine exposure [NCE]; n = 181) were followed prospectively from birth to 12 years of age and were compared on language subtests of the Test of Language Development—Intermediate, Third Edition (Hammill & Newcomer, 1997b), and phonological processing as measured by the Comprehensive Test of Phonological Processing (Wagner & Torgesen, 1999). The authors evaluated the relationship of PCE to language development through a multivariate analysis of covariance and regression analyses while controlling for confounders. Results Results show that PCE has small effects on specific aspects of language, including syntax and phonological processing. The caregiver variables of lower maternal vocabulary, more psychological symptoms, and a poorer home environment also had consistent effects on language and phonological processing scores. Conclusions These findings suggest that PCE continues to have small, subtle effects on specific aspects of language at age 12 years. Phonological processing skills were significantly related to the reading outcomes of letter–word identification, reading fluency, and reading comprehension, indicating that PCE also has small but lasting effects on the language skills that are related to later literacy skills. PMID:24149136

The Nature of the Phonological Processing in French Dyslexic Children: Evidence for the Phonological Syllable and Linguistic Features' Role in Silent Reading and Speech Discrimination

ERIC Educational Resources Information Center

Maionchi-Pino, Norbert; Magnan, Annie; Ecalle, Jean

2010-01-01

This study investigated the status of phonological representations in French dyslexic children (DY) compared with reading level- (RL) and chronological age-matched (CA) controls. We focused on the syllable's role and on the impact of French linguistic features. In Experiment 1, we assessed oral discrimination abilities of pairs of syllables that…

Executive Functioning Skills Uniquely Predict Chinese Word Reading

ERIC Educational Resources Information Center

Chung, Kevin K. H.; McBride-Chang, Catherine

2011-01-01

Eighty-five Hong Kong Chinese children were tested across both the 2nd and 3rd years of kindergarten (ages 4-5 years) on tasks of inhibitory control, working memory, vocabulary knowledge, phonological awareness, morphological awareness, and word reading. With age, vocabulary knowledge, and metalinguistic skills statistically controlled, the…

Promoting At-Risk Preschool Children's Comprehension through Research-Based Strategy Instruction

ERIC Educational Resources Information Center

DeBruin-Parecki, Andrea; Squibb, Kathryn

2011-01-01

Young children living in poor urban neighborhoods are often at risk for reading difficulties, in part because developing listening comprehension strategies and vocabulary knowledge may not be a priority in their prekindergarten classrooms, whose curriculums typically focus heavily on phonological awareness and alphabet knowledge. Prereading…

Sequencing in SLA: Phonological Memory, Chunking, and Points of Order.

ERIC Educational Resources Information Center

Ellis, Nick C.

1996-01-01

Argues that much of language acquisition is sequence learning and that the resultant long-term knowledge base of language sequences serves as the database for grammar acquisition. The article also proposes mechanisms to analyze sequence information that result in knowledge of underlying grammar. (184 references) (Author/CK)

Combining Temporal and Spectral Information with Spatial Mapping to Identify Differences between Phonological and Semantic Networks: A Magnetoencephalographic Approach.

PubMed

McNab, Fiona; Hillebrand, Arjan; Swithenby, Stephen J; Rippon, Gina

2012-01-01

Early, lesion-based models of language processing suggested that semantic and phonological processes are associated with distinct temporal and parietal regions respectively, with frontal areas more indirectly involved. Contemporary spatial brain mapping techniques have not supported such clear-cut segregation, with strong evidence of activation in left temporal areas by both processes and disputed evidence of involvement of frontal areas in both processes. We suggest that combining spatial information with temporal and spectral data may allow a closer scrutiny of the differential involvement of closely overlapping cortical areas in language processing. Using beamforming techniques to analyze magnetoencephalography data, we localized the neuronal substrates underlying primed responses to nouns requiring either phonological or semantic processing, and examined the associated measures of time and frequency in those areas where activation was common to both tasks. Power changes in the beta (14-30 Hz) and gamma (30-50 Hz) frequency bands were analyzed in pre-selected time windows of 350-550 and 500-700 ms In left temporal regions, both tasks elicited power changes in the same time window (350-550 ms), but with different spectral characteristics, low beta (14-20 Hz) for the phonological task and high beta (20-30 Hz) for the semantic task. In frontal areas (BA10), both tasks elicited power changes in the gamma band (30-50 Hz), but in different time windows, 500-700 ms for the phonological task and 350-550 ms for the semantic task. In the left inferior parietal area (BA40), both tasks elicited changes in the 20-30 Hz beta frequency band but in different time windows, 350-550 ms for the phonological task and 500-700 ms for the semantic task. Our findings suggest that, where spatial measures may indicate overlapping areas of involvement, additional beamforming techniques can demonstrate differential activation in time and frequency domains.

Auditory Temporal Information Processing in Preschool Children at Family Risk for Dyslexia: Relations with Phonological Abilities and Developing Literacy Skills

ERIC Educational Resources Information Center

Boets, Bart; Wouters, Jan; van Wieringen, Astrid; Ghesquiere, Pol

2006-01-01

In this project, the hypothesis of an auditory temporal processing deficit in dyslexia was tested by examining auditory processing in relation to phonological skills in two contrasting groups of five-year-old preschool children, a familial high risk and a familial low risk group. Participants were individually matched for gender, age, non-verbal…

When Unbiased Probabilistic Learning Is Not Enough: Acquiring a Parametric System of Metrical Phonology

ERIC Educational Resources Information Center

Pearl, Lisa S.

2011-01-01

Parametric systems have been proposed as models of how humans represent knowledge about language, motivated in part as a way to explain children's rapid acquisition of linguistic knowledge. Given this, it seems reasonable to examine if children with knowledge of parameters could in fact acquire the adult system from the data available to them.…

Weak and Strong Novice Readers of English as a Foreign Language: Effects of First Language and Socioeconomic Status

ERIC Educational Resources Information Center

Kahn-Horwitz, Janina; Shimron, Joseph; Sparks, Richard L.

2006-01-01

This study examined individual differences among beginning readers of English as a foreign language (EFL). The study concentrated on the effects of underlying first language (L1) knowledge as well as EFL letter and vocabulary knowledge. Phonological and morphological awareness, spelling, vocabulary knowledge, and word reading in Hebrew L1, in…

Dyslexia and dyscalculia: two learning disorders with different cognitive profiles.

PubMed

Landerl, Karin; Fussenegger, Barbara; Moll, Kristina; Willburger, Edith

2009-07-01

This study tests the hypothesis that dyslexia and dyscalculia are associated with two largely independent cognitive deficits, namely a phonological deficit in the case of dyslexia and a deficit in the number module in the case of dyscalculia. In four groups of 8- to 10-year-olds (42 control, 21 dyslexic, 20 dyscalculic, and 26 dyslexic/dyscalculic), phonological awareness, phonological and visual-spatial short-term and working memory, naming speed, and basic number processing skills were assessed. A phonological deficit was found for both dyslexic groups, irrespective of additional arithmetic deficits, but not for the dyscalculia-only group. In contrast, deficits in processing of symbolic and nonsymbolic magnitudes were observed in both groups of dyscalculic children, irrespective of additional reading difficulties, but not in the dyslexia-only group. Cognitive deficits in the comorbid dyslexia/dyscalculia group were additive; that is, they resulted from the combination of two learning disorders. These findings suggest that dyslexia and dyscalculia have separable cognitive profiles, namely a phonological deficit in the case of dyslexia and a deficient number module in the case of dyscalculia.

Adaptation to novel accents by toddlers

PubMed Central

White, Katherine S.; Aslin, Richard N.

2010-01-01

Word recognition is a balancing act: listeners must be sensitive to phonetic detail to avoid confusing similar words, yet, at the same time, be flexible enough to adapt to phonetically variable pronunciations, such as those produced by speakers of different dialects or by non-native speakers. Recent work has demonstrated that young toddlers are sensitive to phonetic detail during word recognition; pronunciations that deviate from the typical phonological form lead to a disruption of processing. However, it is not known whether young word learners show the flexibility that is characteristic of adult word recognition. The present study explores whether toddlers can adapt to artificial accents in which there is a vowel category shift with respect to the native language. 18–20-month-olds heard mispronunciations of familiar words (e.g., vowels were shifted from [a] to [æ]: “dog” pronounced as “dag”). In test, toddlers were tolerant of mispronunciations if they had recently been exposed to the same vowel shift, but not if they had been exposed to standard pronunciations or other vowel shifts. The effects extended beyond particular items heard in exposure to words sharing the same vowels. These results indicate that, like adults, toddlers show flexibility in their interpretation of phonological detail. Moreover, they suggest that effects of top-down knowledge on the reinterpretation of phonological detail generalize across the phono-lexical system. PMID:21479106

Reading speed and phonological awareness deficits among Arabic-speaking children with dyslexia.

PubMed

Layes, Smail; Lalonde, Robert; Rebaï, Mohamed

2015-02-01

Although reading accuracy of isolated words and phonological awareness represent the main criteria of subtyping developmental dyslexia, there is increasing evidence that reduced reading speed also represents a defining characteristic. In the present study, reading speed and accuracy were measured in Arabic-speaking phonological and mixed dyslexic children matched with controls of the same age. Participants in third and fourth grades, aged from 9-10 to 9-8 years, were given single frequent and infrequent word and pseudo-word reading and phonological awareness tasks. Results showed that the group with dyslexia scored significantly lower than controls in accuracy and speed in reading tasks. Phonological and mixed dyslexic subgroups differed in infrequent and frequent word reading accuracy, the latter being worse. In contrast, the subgroups were comparable in pseudo-word identification and phonological awareness. Delayed phonological and recognition processes of infrequent and frequent words, respectively, were placed in the context of the dual route model of reading and the specific orthographic features of the Arabic language. Copyright © 2014 John Wiley & Sons, Ltd.

Patterns of cerebral activation during lexical and phonological reading in Portuguese.

PubMed

Senaha, M L H; Martin, M G M; Amaro, E; Campi, C; Caramelli, P

2005-12-01

According to the concepts of cognitive neuropsychology, there are two principal routes of reading processing: a lexical route, in which global reading of words occurs and a phonological route, responsible for the conversion of the graphemes into their respective phonemes. In the present study, functional magnetic resonance imaging (fMRI) was used to investigate the patterns of cerebral activation in lexical and phonological reading by 13 healthy women with a formal educational level greater than 11 years. Participants were submitted to a silent reading task containing three types of stimuli: real words (irregular and foreign words), nonwords and illegitimate graphic stimuli. An increased number of activated voxels were identified by fMRI in the word reading (lexical processing) than in the nonword reading (phonological processing) task. In word reading, activation was greater than for nonwords in the following areas: superior, middle and inferior frontal gyri, and bilateral superior temporal gyrus, right cerebellum and the left precentral gyrus, as indicated by fMRI. In the reading of nonwords, the activation was predominant in the right cerebellum and in the left superior temporal gyrus. The results of the present study suggest the existence of differences in the patterns of cerebral activation during lexical and phonological reading, with greater involvement of the right hemisphere in reading words than nonwords.

An investigation of phonology and orthography in spoken-word recognition.

PubMed

Slowiaczek, Louisa M; Soltano, Emily G; Wieting, Shani J; Bishop, Karyn L

2003-02-01

The possible influence of initial phonological and/or orthographic information on spoken-word processing was examined in six experiments modelled after and extending the work Jakimik, Cole, and Rudnicky (1985). Following Jakimik et al., Experiment 1 used polysyllabic primes with monosyllabic targets (e.g., BUCKLE-BUCK/[symbol: see text]; MYSTERY-MISS,/[symbol: see text]). Experiments 2, 3, and 4 used polysyllabic primes and polysyllabic targets whose initial syllables shared phonological information (e.g., NUISANCE-NOODLE,/[symbol: see text]), orthographic information (e.g., RATIO-RATIFY,/[symbol: see text]), both (e.g., FUNNEL-FUNNY,/[symbol: see text]), or were unrelated (e.g., SERMON-NOODLE,/[symbol: see text]). Participants engaged in a lexical decision (Experiments 1, 3, and 4) or a shadowing (Experiment 2) task with a single-trial (Experiments 2 and 3) or subsequent-trial (Experiments 1 and 4) priming procedure. Experiment 5 tested primes and targets that varied in the number of shared graphemes while holding shared phonemes constant at one. Experiment 6 used the procedures of Experiment 2 but a low proportion of related trials. Results revealed that response times were facilitated for prime-target pairs that shared initial phonological and orthographic information. These results were confirmed under conditions when strategic processing was greatly reduced suggesting that phonological and orthographic information is automatically activated during spoken-word processing.

Literacy Outcomes for Primary School Children Who Are Deaf and Hard of Hearing: A Cohort Comparison Study.

PubMed

Harris, Margaret; Terlektsi, Emmanouela; Kyle, Fiona E

2017-03-01

In this study, we compared the language and literacy of two cohorts of children with severe-profound hearing loss, recruited 10 years apart, to determine if outcomes had improved in line with the introduction of newborn hearing screening and access to improved hearing aid technology. Forty-two children with deafness, aged 5-7 years with a mean unaided loss of 102 DB, were assessed on language, reading, and phonological skills. Their performance was compared with that of a similar group of 32 children with deafness assessed 10 years earlier and also a group of 40 children with normal hearing of similar single word reading ability. English vocabulary was significantly higher in the new cohort although it was still below chronological age. Phonological awareness and reading ability had not significantly changed over time. In both cohorts, English vocabulary predicted reading, but phonological awareness was only a significant predictor for the new cohort. The current results show that vocabulary knowledge of children with severe-profound hearing loss has improved over time, but there has not been a commensurate improvement in phonological skills or reading. They suggest that children with severe-profound hearing loss will require continued support to develop robust phonological coding skills to underpin reading.

Using transcranial magnetic stimulation of the undamaged brain to identify lesion sites that predict language outcome after stroke

PubMed Central

Lorca-Puls, Diego L.; Gajardo-Vidal, Andrea; Seghier, Mohamed L.; Leff, Alexander P.; Sethi, Varun; Prejawa, Susan; Hope, Thomas M. H.; Devlin, Joseph T.

2017-01-01

Abstract Transcranial magnetic stimulation focused on either the left anterior supramarginal gyrus or opercular part of the left inferior frontal gyrus has been reported to transiently impair the ability to perform phonological more than semantic tasks. Here we tested whether phonological processing abilities were also impaired following lesions to these regions in right-handed, English speaking adults, who were investigated at least 1 year after a left-hemisphere stroke. When our regions of interest were limited to 0.5 cm3 of grey matter centred around sites that had been identified with transcranial magnetic stimulation-based functional localization, phonological impairments were observed in 74% (40/54) of patients with damage to the regions and 21% (21/100) of patients sparing these regions. This classification accuracy was better than that observed when using regions of interest centred on activation sites in previous functional magnetic resonance imaging studies of phonological processing, or transcranial magnetic stimulation sites that did not use functional localization. New regions of interest were generated by redefining the borders of each of the transcranial magnetic stimulation sites to include areas that were consistently damaged in the patients with phonological impairments. This increased the incidence of phonological impairments in the presence of damage to 85% (46/54) and also reduced the incidence of phonological impairments in the absence of damage to 15% (15/100). The difference in phonological processing abilities between those with and without damage to these ‘transcranial magnetic stimulation-guided’ regions remained highly significant even after controlling for the effect of lesion size. The classification accuracy of the transcranial magnetic stimulation-guided regions was validated in a second sample of 108 patients and found to be better than that for (i) functional magnetic resonance imaging-guided regions; (ii) a region identified from an unguided lesion overlap map; and (iii) a region identified from voxel-based lesion-symptom mapping. Finally, consistent with prior findings from functional imaging and transcranial magnetic stimulation in healthy participants, we show how damage to our transcranial magnetic stimulation-guided regions affected performance on phonologically more than semantically demanding tasks. The observation that phonological processing abilities were impaired years after the stroke, suggests that other brain regions were not able to fully compensate for the contribution that the transcranial magnetic stimulation-guided regions make to language tasks. More generally, our novel transcranial magnetic stimulation-guided lesion-deficit mapping approach shows how non-invasive stimulation of the healthy brain can be used to guide the identification of regions where brain damage is likely to cause persistent behavioural effects. PMID:28430974

Using transcranial magnetic stimulation of the undamaged brain to identify lesion sites that predict language outcome after stroke.

PubMed

Lorca-Puls, Diego L; Gajardo-Vidal, Andrea; Seghier, Mohamed L; Leff, Alexander P; Sethi, Varun; Prejawa, Susan; Hope, Thomas M H; Devlin, Joseph T; Price, Cathy J

2017-06-01

Transcranial magnetic stimulation focused on either the left anterior supramarginal gyrus or opercular part of the left inferior frontal gyrus has been reported to transiently impair the ability to perform phonological more than semantic tasks. Here we tested whether phonological processing abilities were also impaired following lesions to these regions in right-handed, English speaking adults, who were investigated at least 1 year after a left-hemisphere stroke. When our regions of interest were limited to 0.5 cm3 of grey matter centred around sites that had been identified with transcranial magnetic stimulation-based functional localization, phonological impairments were observed in 74% (40/54) of patients with damage to the regions and 21% (21/100) of patients sparing these regions. This classification accuracy was better than that observed when using regions of interest centred on activation sites in previous functional magnetic resonance imaging studies of phonological processing, or transcranial magnetic stimulation sites that did not use functional localization. New regions of interest were generated by redefining the borders of each of the transcranial magnetic stimulation sites to include areas that were consistently damaged in the patients with phonological impairments. This increased the incidence of phonological impairments in the presence of damage to 85% (46/54) and also reduced the incidence of phonological impairments in the absence of damage to 15% (15/100). The difference in phonological processing abilities between those with and without damage to these 'transcranial magnetic stimulation-guided' regions remained highly significant even after controlling for the effect of lesion size. The classification accuracy of the transcranial magnetic stimulation-guided regions was validated in a second sample of 108 patients and found to be better than that for (i) functional magnetic resonance imaging-guided regions; (ii) a region identified from an unguided lesion overlap map; and (iii) a region identified from voxel-based lesion-symptom mapping. Finally, consistent with prior findings from functional imaging and transcranial magnetic stimulation in healthy participants, we show how damage to our transcranial magnetic stimulation-guided regions affected performance on phonologically more than semantically demanding tasks. The observation that phonological processing abilities were impaired years after the stroke, suggests that other brain regions were not able to fully compensate for the contribution that the transcranial magnetic stimulation-guided regions make to language tasks. More generally, our novel transcranial magnetic stimulation-guided lesion-deficit mapping approach shows how non-invasive stimulation of the healthy brain can be used to guide the identification of regions where brain damage is likely to cause persistent behavioural effects. © The Author (2017). Published by Oxford University Press on behalf of the Guarantors of Brain.

Prosodic expectations in silent reading: ERP evidence from rhyme scheme and semantic congruence in classic Chinese poems.

PubMed

Chen, Qingrong; Zhang, Jingjing; Xu, Xiaodong; Scheepers, Christoph; Yang, Yiming; Tanenhaus, Michael K

2016-09-01

In an ERP study, classic Chinese poems with a well-known rhyme scheme were used to generate an expectation of a rhyme in the absence of an expectation for a specific character. Critical characters were either consistent or inconsistent with the expected rhyme scheme and semantically congruent or incongruent with the content of the poem. These stimuli allowed us to examine whether a top-down rhyme scheme expectation would affect relatively early components of the ERP associated with character-to-sound mapping (P200) and lexically-mediated semantic processing (N400). The ERP data revealed that rhyme scheme congruence, but not semantic congruence modulated the P200: rhyme-incongruent characters elicited a P200 effect across the head demonstrating that top-down expectations influence early phonological coding of the character before lexical-semantic processing. Rhyme scheme incongruence also produced a right-lateralized N400-like effect. Moreover, compared to semantically congruous poems, semantically incongruous poems produced a larger N400 response only when the character was consistent with the expected rhyme scheme. The results suggest that top-down prosodic expectations can modulate early phonological processing in visual word recognition, indicating that prosodic expectations might play an important role in silent reading. They also suggest that semantic processing is influenced by general knowledge of text genre. Copyright © 2016 Elsevier B.V. All rights reserved.

The Effects of Concurrent Cognitive Load on Phonological Processing in Adults Who Stutter

ERIC Educational Resources Information Center

Jones, Robin M.; Fox, Robert A.; Jacewicz, Ewa

2012-01-01

Purpose: To determine whether phonological processing in adults who stutter (AWS) is disrupted by increased amounts of cognitive load in a concurrent attention-demanding task. Method: Nine AWS and 9 adults who do not stutter (AWNS) participated. Using a dual-task paradigm, the authors presented word pairs for rhyme judgments and, concurrently,…

The Acquisition of Consonant Feature Sequences: Harmony, Metathesis, and Deletion Patterns in Phonological Development

ERIC Educational Resources Information Center

Gerlach, Sharon Ruth

2010-01-01

This dissertation examines three processes affecting consonants in child speech: harmony (long-distance assimilation) involving major place features as in "coat" [kouk]; long-distance metathesis as in "cup" [p[wedge]k]; and initial consonant deletion as in "fish" [is]. These processes are unattested in adult phonology, leading to proposals for…

Relationships among Rapid Digit Naming, Phonological Processing, Motor Automaticity, and Speech Perception in Poor, Average, and Good Readers and Spellers

ERIC Educational Resources Information Center

Savage, Robert S.; Frederickson, Norah; Goodwin, Roz; Patni, Ulla; Smith, Nicola; Tuersley, Louise

2005-01-01

In this article, we explore the relationship between rapid automatized naming (RAN) and other cognitive processes among below-average, average, and above-average readers and spellers. Nonsense word reading, phonological awareness, RAN, automaticity of balance, speech perception, and verbal short-term and working memory were measured. Factor…

Phonological Processing Skills as Predictors of Literacy amongst Arabic Speaking Bahraini Children

ERIC Educational Resources Information Center

al Mannai, Haya; Everatt, John

2005-01-01

This paper reports a study of the reading and spelling skills of grades 1-3 Arabic-speaking children in Bahrain. Children were tested on their literacy skills (single word reading and spelling), their ability to decode letter strings (non-word reading) and measures of phonological awareness, short-term memory, speed of processing and non-verbal…

Phonological Processing Deficits in Specific Reading Disability and Specific Language Impairment: Same or Different?

ERIC Educational Resources Information Center

McArthur, Genevieve; Castles, Anne

2013-01-01

The aim of this study was to determine if phonological processing deficits in specific reading disability (SRD) and specific language impairment (SLI) are the same or different. In four separate analyses, a different combination of reading and spoken language measures was used to divide 73 children into three subgroups: poor readers with average…

Effects of language experience on pre-categorical perception: Distinguishing general from specialized processes in speech perception.

PubMed

Iverson, Paul; Wagner, Anita; Rosen, Stuart

2016-04-01

Cross-language differences in speech perception have traditionally been linked to phonological categories, but it has become increasingly clear that language experience has effects beginning at early stages of perception, which blurs the accepted distinctions between general and speech-specific processing. The present experiments explored this distinction by playing stimuli to English and Japanese speakers that manipulated the acoustic form of English /r/ and /l/, in order to determine how acoustically natural and phonologically identifiable a stimulus must be for cross-language discrimination differences to emerge. Discrimination differences were found for stimuli that did not sound subjectively like speech or /r/ and /l/, but overall they were strongly linked to phonological categorization. The results thus support the view that phonological categories are an important source of cross-language differences, but also show that these differences can extend to stimuli that do not clearly sound like speech.

On the anatomy of a chain shift1

PubMed Central

Dinnsen, Daniel A.; Green, Christopher R.; Gierut, Judith A.; Morrisette, Michele L.

2012-01-01

Phonological chain shifts have been the focus of many theoretical, developmental, and clinical concerns. This paper considers an overlooked property of the problem by focusing on the typological properties of the widely attested ‘s > θ > f’ chain shift involving the processes of Labialization and Dentalization in early phonological development. Findings are reported from a cross-sectional study of 234 children (ages 3 years; 0 months–7;9) with functional (nonorganic) phonological delays. The results reveal some unexpected gaps in the predicted interactions of these processes and are brought to bear on the evaluation of recent optimality theoretic proposals for the characterization of phonological interactions. A developmental modification to the theory is proposed that has the desired effect of precluding certain early-stage grammars. The proposal is further evaluated against the facts of another widely cited developmental chain shift known as the ‘puzzle > puddle > pickle’ problem (Smith 1973). PMID:22389522

Do perceived context pictures automatically activate their phonological code?

PubMed

Jescheniak, Jörg D; Oppermann, Frank; Hantsch, Ansgar; Wagner, Valentin; Mädebach, Andreas; Schriefers, Herbert

2009-01-01

Morsella and Miozzo (Morsella, E., & Miozzo, M. (2002). Evidence for a cascade model of lexical access in speech production. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 555-563) have reported that the to-be-ignored context pictures become phonologically activated when participants name a target picture, and took this finding as support for cascaded models of lexical retrieval in speech production. In a replication and extension of their experiment in German, we failed to obtain priming effects from context pictures phonologically related to a to-be-named target picture. By contrast, corresponding context words (i.e., the names of the respective pictures) and the same context pictures, when used in an identity condition, did reliably facilitate the naming process. This pattern calls into question the generality of the claim advanced by Morsella and Miozzo that perceptual processing of pictures in the context of a naming task automatically leads to the activation of corresponding lexical-phonological codes.

Acoustic evidence for phonologically mismatched speech errors.

PubMed

Gormley, Andrea

2015-04-01

Speech errors are generally said to accommodate to their new phonological context. This accommodation has been validated by several transcription studies. The transcription methodology is not the best choice for detecting errors at this level, however, as this type of error can be difficult to perceive. This paper presents an acoustic analysis of speech errors that uncovers non-accommodated or mismatch errors. A mismatch error is a sub-phonemic error that results in an incorrect surface phonology. This type of error could arise during the processing of phonological rules or they could be made at the motor level of implementation. The results of this work have important implications for both experimental and theoretical research. For experimentalists, it validates the tools used for error induction and the acoustic determination of errors free of the perceptual bias. For theorists, this methodology can be used to test the nature of the processes proposed in language production.

The time course of reading processes in children with and without dyslexia: an ERP study

PubMed Central

Hasko, Sandra; Groth, Katarina; Bruder, Jennifer; Bartling, Jürgen; Schulte-Körne, Gerd

2013-01-01

The main diagnostic criterion for developmental dyslexia (DD) in transparent orthographies is a remarkable reading speed deficit, which is often accompanied by spelling difficulties. These deficits have been traced back to both deficits in orthographic and phonological processing. For a better understanding of the reading speed deficit in DD it is necessary to clarify which processing steps are degraded in children with DD during reading. In order to address this question the present study used EEG to investigate three reading related ERPs: the N170, N400 and LPC. Twenty-nine children without DD and 52 children with DD performed a phonological lexical decision (PLD)—task, which tapped both orthographic and phonological processing. Children were presented with words, pseudohomophones, pseudowords and false fonts and had to decide whether the presented stimulus sounded like an existing German word or not. Compared to control children, children with DD showed deficits in all the investigated ERPs. Firstly, a diminished mean area under the curve for the word material-false font contrasts in the time window of the N170 was observed, indicating a reduced degree of print sensitivity; secondly, N400 amplitudes, as suggested to reflect the access to the orthographic lexicon and grapheme-phoneme conversion, were attenuated; and lastly, phonological access as indexed by the LPC was degraded in children with DD. Processing differences dependent on the linguistic material in children without DD were observed only in the LPC, suggesting that similar reading processes were adopted independent of orthographic familiarity. The results of this study suggest that effective treatment should include both orthographic and phonological training. Furthermore, more longitudinal studies utilizing the same task and stimuli are needed to clarify how these processing steps and their time course change during reading development. PMID:24109444

Implicit phonological priming during visual word recognition.

PubMed

Wilson, Lisa B; Tregellas, Jason R; Slason, Erin; Pasko, Bryce E; Rojas, Donald C

2011-03-15

Phonology is a lower-level structural aspect of language involving the sounds of a language and their organization in that language. Numerous behavioral studies utilizing priming, which refers to an increased sensitivity to a stimulus following prior experience with that or a related stimulus, have provided evidence for the role of phonology in visual word recognition. However, most language studies utilizing priming in conjunction with functional magnetic resonance imaging (fMRI) have focused on lexical-semantic aspects of language processing. The aim of the present study was to investigate the neurobiological substrates of the automatic, implicit stages of phonological processing. While undergoing fMRI, eighteen individuals performed a lexical decision task (LDT) on prime-target pairs including word-word homophone and pseudoword-word pseudohomophone pairs with a prime presentation below perceptual threshold. Whole-brain analyses revealed several cortical regions exhibiting hemodynamic response suppression due to phonological priming including bilateral superior temporal gyri (STG), middle temporal gyri (MTG), and angular gyri (AG) with additional region of interest (ROI) analyses revealing response suppression in the left lateralized supramarginal gyrus (SMG). Homophone and pseudohomophone priming also resulted in different patterns of hemodynamic responses relative to one another. These results suggest that phonological processing plays a key role in visual word recognition. Furthermore, enhanced hemodynamic responses for unrelated stimuli relative to primed stimuli were observed in midline cortical regions corresponding to the default-mode network (DMN) suggesting that DMN activity can be modulated by task requirements within the context of an implicit task. Copyright © 2010 Elsevier Inc. All rights reserved.

Speech and phonology in Swedish-speaking 3-year-olds with unilateral complete cleft lip and palate following different methods for primary palatal surgery.

PubMed

Klintö, Kristina; Svensson, Henry; Elander, Anna; Lohmander, Anette

2014-05-01

Objective : To describe and compare speech and phonology at age 3 years in children born with unilateral complete cleft lip and palate treated with three different methods for primary palatal surgery. Design : Prospective study. Setting : Primary care university hospitals. Participants : Twenty-eight Swedish-speaking children born with nonsyndromic unilateral complete cleft lip and palate. Interventions : Three methods for primary palatal surgery: two-stage closure with soft palate closure between 3.4 and 6.4 months and hard palate closure at mean age 12.3 months (n = 9) or 36.2 months (n = 9) or one-stage closure at mean age 13.6 months (n = 10). Main Outcome Measures : Based on independent judgments performed by two speech-language pathologists from standardized video recordings: percent correct consonants adjusted for age, percent active cleft speech characteristics, total number of phonological processes, number of different phonological processes, hypernasality, and audible nasal air leakage. The hard palate was unrepaired in nine of the children treated with two-stage closure. Results : The group treated with one-stage closure showed significantly better results than the group with an unoperated hard palate regarding percent active cleft speech characteristics and total number of phonological processes. Conclusions : Early primary palatal surgery in one or two stages did not result in any significant differences in speech production at age 3 years. However, children with an unoperated hard palate had significantly poorer speech and phonology than peers who had been treated with one-stage palatal closure at about 13 months of age.

Selective attention to phonology dynamically modulates initial encoding of auditory words within the left hemisphere.

PubMed

Yoncheva, Yuliya; Maurer, Urs; Zevin, Jason D; McCandliss, Bruce D

2014-08-15

Selective attention to phonology, i.e., the ability to attend to sub-syllabic units within spoken words, is a critical precursor to literacy acquisition. Recent functional magnetic resonance imaging evidence has demonstrated that a left-lateralized network of frontal, temporal, and posterior language regions, including the visual word form area, supports this skill. The current event-related potential (ERP) study investigated the temporal dynamics of selective attention to phonology during spoken word perception. We tested the hypothesis that selective attention to phonology dynamically modulates stimulus encoding by recruiting left-lateralized processes specifically while the information critical for performance is unfolding. Selective attention to phonology was captured by manipulating listening goals: skilled adult readers attended to either rhyme or melody within auditory stimulus pairs. Each pair superimposed rhyming and melodic information ensuring identical sensory stimulation. Selective attention to phonology produced distinct early and late topographic ERP effects during stimulus encoding. Data-driven source localization analyses revealed that selective attention to phonology led to significantly greater recruitment of left-lateralized posterior and extensive temporal regions, which was notably concurrent with the rhyme-relevant information within the word. Furthermore, selective attention effects were specific to auditory stimulus encoding and not observed in response to cues, arguing against the notion that they reflect sustained task setting. Collectively, these results demonstrate that selective attention to phonology dynamically engages a left-lateralized network during the critical time-period of perception for achieving phonological analysis goals. These findings suggest a key role for selective attention in on-line phonological computations. Furthermore, these findings motivate future research on the role that neural mechanisms of attention may play in phonological awareness impairments thought to underlie developmental reading disabilities. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.

Selective attention to phonology dynamically modulates initial encoding of auditory words within the left hemisphere

PubMed Central

Yoncheva; Maurer, Urs; Zevin, Jason; McCandliss, Bruce

2015-01-01

Selective attention to phonology, i.e., the ability to attend to sub-syllabic units within spoken words, is a critical precursor to literacy acquisition. Recent functional magnetic resonance imaging evidence has demonstrated that a left-lateralized network of frontal, temporal, and posterior language regions, including the visual word form area, supports this skill. The current event-related potential (ERP) study investigated the temporal dynamics of selective attention to phonology during spoken word perception. We tested the hypothesis that selective atten tion to phonology dynamically modulates stimulus encoding by recruiting left-lateralized processes specifically while the information critical for performance is unfolding. Selective attention to phonology was captured by ma nipulating listening goals: skilled adult readers attended to either rhyme or melody within auditory stimulus pairs. Each pair superimposed rhyming and melodic information ensuring identical sensory stimulation. Selective attention to phonology produced distinct early and late topographic ERP effects during stimulus encoding. Data- driven source localization analyses revealed that selective attention to phonology led to significantly greater re cruitment of left-lateralized posterior and extensive temporal regions, which was notably concurrent with the rhyme-relevant information within the word. Furthermore, selective attention effects were specific to auditory stimulus encoding and not observed in response to cues, arguing against the notion that they reflect sustained task setting. Collectively, these results demonstrate that selective attention to phonology dynamically engages a left-lateralized network during the critical time-period of perception for achieving phonological analysis goals. These findings support the key role of selective attention to phonology in the development of literacy and motivate future research on the neural bases of the interaction between phonological awareness and literacy, deemed central to both typical and atypical reading development. PMID:24746955

Pre-Service Teachers' Knowledge of Language Concepts: Relationships to Field Experiences

ERIC Educational Resources Information Center

Tetley, Deborah; Jones, Caroline

2014-01-01

Acquisition of language concepts by pre-service teachers (PSTs) is likely influenced by university coursework and field experiences, but little research has examined how. Knowledge of phonics and phonological awareness and confidence to teach reading were surveyed among primary PSTs at one New South Wales university, most in second year following…

Semantic Categorization: A Comparison between Deaf and Hearing Children

ERIC Educational Resources Information Center

Ormel, Ellen A.; Gijsel, Martine A. R.; Hermans, Daan; Bosman, Anna M. T.; Knoors, Harry; Verhoeven, Ludo

2010-01-01

Learning to read is a major obstacle for children who are deaf. The otherwise significant role of phonology is often limited as a result of hearing loss. However, semantic knowledge may facilitate reading comprehension. One important aspect of semantic knowledge concerns semantic categorization. In the present study, the quality of the semantic…

The Big 5: Teacher Knowledge and Skill Acquisition in Early Literacy

ERIC Educational Resources Information Center

Vesay, Joanne P.; Gischlar, Karen L.

2013-01-01

In this study, the investigators surveyed 215 early childhood educators throughout New Jersey and eastern Pennsylvania to determine teacher knowledge and training in early literacy instruction, with a focus on The 5 Big Ideas in Reading as identified by the National Reading Panel: phonological awareness, accuracy and fluency, alphabetic principle,…

Predicting First Grade Reading Achievement for Spanish-Speaking Kindergartners: Is Early Literacy Screening in English Valid?

ERIC Educational Resources Information Center

Ford, Karen L.; Invernizzi, Marcia A.; Huang, Francis

2014-01-01

This study explored the viability of using kindergarten measures of phonological awareness, alphabet knowledge, and orthographic knowledge, administered in English, to predict first grade reading achievement of Spanish-speaking English language learners. The primary research question was: Do kindergarten measures of early literacy skills in…

The Impact of New Technologies on the Literacy Attainment of Deaf Children

ERIC Educational Resources Information Center

Harris, Margaret

2015-01-01

To become successful readers, hearing children require competence in both decoding--the ability to read individual words, underpinned by phonological skills and letter-sound knowledge--and linguistic comprehension--the ability to understand what they read--underpinned by language skills, including vocabulary knowledge. Children who are born with a…

Lexicality and phonological similarity: a challenge for the retrieval-based account of serial recall?

PubMed

Fallon, Anthony B; Mak, Eva; Tehan, Gerald; Daly, Charmaine

2005-01-01

The retrieval-based account of serial recall (Saint-Aubin & Poirier, 2000) attributes lexicality, phonological similarity, and articulatory suppression effects to a process where long-term representations are used to reconstruct degraded phonological traces. Two experiments tested this assumption by manipulating these factors in the recall of four- and five-item lists of words and non-words. Lexicality enhanced item recall (IR), but only affected position accuracy (PA) for five-item lists under suppression. Phonological similarity influenced both words and non-words, and produced impaired PA in silent and suppressed conditions. Consistent with the retrieval-based account, words and non-words of high word-likeness appear subject to redintegration. However, some findings, like suppression not reducing the phonological similarity impairment in suppressed conditions, present challenges for the retrieval-based account and other models of serial recall.

Dyslexic Children Show Atypical Cerebellar Activation and Cerebro-Cerebellar Functional Connectivity in Orthographic and Phonological Processing.

PubMed

Feng, Xiaoxia; Li, Le; Zhang, Manli; Yang, Xiujie; Tian, Mengyu; Xie, Weiyi; Lu, Yao; Liu, Li; Bélanger, Nathalie N; Meng, Xiangzhi; Ding, Guosheng

2017-04-01

Previous neuroimaging studies have found atypical cerebellar activation in individuals with dyslexia in either motor-related tasks or language tasks. However, studies investigating atypical cerebellar activation in individuals with dyslexia have mostly used tasks tapping phonological processing. A question that is yet unanswered is whether the cerebellum in individuals with dyslexia functions properly during orthographic processing of words, as growing evidence shows that the cerebellum is also involved in visual and spatial processing. Here, we investigated cerebellar activation and cerebro-cerebellar functional connectivity during word processing in dyslexic readers and typically developing readers using tasks that tap orthographic and phonological codes. In children with dyslexia, we observed an abnormally higher engagement of the bilateral cerebellum for the orthographic task, which was negatively correlated with literacy measures. The greater the reading impairment was for young dyslexic readers, the stronger the cerebellar activation was. This suggests a compensatory role of the cerebellum in reading for children with dyslexia. In addition, a tendency for higher cerebellar activation in dyslexic readers was found in the phonological task. Moreover, the functional connectivity was stronger for dyslexic readers relative to typically developing readers between the lobule VI of the right cerebellum and the left fusiform gyrus during the orthographic task and between the lobule VI of the left cerebellum and the left supramarginal gyrus during the phonological task. This pattern of results suggests that the cerebellum compensates for reading impairment through the connections with specific brain regions responsible for the ongoing reading task. These findings enhance our understanding of the cerebellum's involvement in reading and reading impairment.

Phonological loop affects children's interpretations of explicit but not ambiguous questions: Research on links between working memory and referent assignment.

PubMed

Meng, Xianwei; Murakami, Taro; Hashiya, Kazuhide

2017-01-01

Understanding the referent of other's utterance by referring the contextual information helps in smooth communication. Although this pragmatic referential process can be observed even in infants, its underlying mechanism and relative abilities remain unclear. This study aimed to comprehend the background of the referential process by investigating whether the phonological loop affected the referent assignment. A total of 76 children (43 girls) aged 3-5 years participated in a reference assignment task in which an experimenter asked them to answer explicit (e.g., "What color is this?") and ambiguous (e.g., "What about this?") questions about colorful objects. The phonological loop capacity was measured by using the forward digit span task in which children were required to repeat the numbers as an experimenter uttered them. The results showed that the scores of the forward digit span task positively predicted correct response to explicit questions and part of the ambiguous questions. That is, the phonological loop capacity did not have effects on referent assignment in response to ambiguous questions that were asked after a topic shift of the explicit questions and thus required a backward reference to the preceding explicit questions to detect the intent of the current ambiguous questions. These results suggest that although the phonological loop capacity could overtly enhance the storage of verbal information, it does not seem to directly contribute to the pragmatic referential process, which might require further social cognitive processes.

Schizophrenia as Failure of Left Hemispheric Dominance for the Phonological Component of Language

PubMed Central

Angrilli, Alessandro; Spironelli, Chiara; Elbert, Thomas; Crow, Timothy J.; Marano, Gianfranco; Stegagno, Luciano

2009-01-01

Background T. J. Crow suggested that the genetic variance associated with the evolution in Homo sapiens of hemispheric dominance for language carries with it the hazard of the symptoms of schizophrenia. Individuals lacking the typical left hemisphere advantage for language, in particular for phonological components, would be at increased risk of the typical symptoms such as auditory hallucinations and delusions. Methodology/Principal Findings Twelve schizophrenic patients treated with low levels of neuroleptics and twelve matched healthy controls participated in an event-related potential experiment. Subjects matched word-pairs in three tasks: rhyming/phonological, semantic judgment and word recognition. Slow evoked potentials were recorded from 26 scalp electrodes, and a laterality index was computed for anterior and posterior regions during the inter stimulus interval. During phonological processing individuals with schizophrenia failed to achieve the left hemispheric dominance consistently observed in healthy controls. The effect involved anterior (fronto-temporal) brain regions and was specific for the Phonological task; group differences were small or absent when subjects processed the same stimulus material in a Semantic task or during Word Recognition, i.e. during tasks that typically activate more widespread areas in both hemispheres. Conclusions/Significance We show for the first time how the deficit of lateralization in the schizophrenic brain is specific for the phonological component of language. This loss of hemispheric dominance would explain typical symptoms, e.g. when an individual's own thoughts are perceived as an external intruding voice. The change can be interpreted as a consequence of “hemispheric indecision”, a failure to segregate phonological engrams in one hemisphere. PMID:19223971

Schizophrenia as failure of left hemispheric dominance for the phonological component of language.

PubMed

Angrilli, Alessandro; Spironelli, Chiara; Elbert, Thomas; Crow, Timothy J; Marano, Gianfranco; Stegagno, Luciano

2009-01-01

T. J. Crow suggested that the genetic variance associated with the evolution in Homo sapiens of hemispheric dominance for language carries with it the hazard of the symptoms of schizophrenia. Individuals lacking the typical left hemisphere advantage for language, in particular for phonological components, would be at increased risk of the typical symptoms such as auditory hallucinations and delusions. Twelve schizophrenic patients treated with low levels of neuroleptics and twelve matched healthy controls participated in an event-related potential experiment. Subjects matched word-pairs in three tasks: rhyming/phonological, semantic judgment and word recognition. Slow evoked potentials were recorded from 26 scalp electrodes, and a laterality index was computed for anterior and posterior regions during the inter stimulus interval. During phonological processing individuals with schizophrenia failed to achieve the left hemispheric dominance consistently observed in healthy controls. The effect involved anterior (fronto-temporal) brain regions and was specific for the Phonological task; group differences were small or absent when subjects processed the same stimulus material in a Semantic task or during Word Recognition, i.e. during tasks that typically activate more widespread areas in both hemispheres. We show for the first time how the deficit of lateralization in the schizophrenic brain is specific for the phonological component of language. This loss of hemispheric dominance would explain typical symptoms, e.g. when an individual's own thoughts are perceived as an external intruding voice. The change can be interpreted as a consequence of "hemispheric indecision", a failure to segregate phonological engrams in one hemisphere.

Behavioral and electrophysiological evidence for early and automatic detection of phonological equivalence in variable speech inputs.

PubMed

Kharlamov, Viktor; Campbell, Kenneth; Kazanina, Nina

2011-11-01

Speech sounds are not always perceived in accordance with their acoustic-phonetic content. For example, an early and automatic process of perceptual repair, which ensures conformity of speech inputs to the listener's native language phonology, applies to individual input segments that do not exist in the native inventory or to sound sequences that are illicit according to the native phonotactic restrictions on sound co-occurrences. The present study with Russian and Canadian English speakers shows that listeners may perceive phonetically distinct and licit sound sequences as equivalent when the native language system provides robust evidence for mapping multiple phonetic forms onto a single phonological representation. In Russian, due to an optional but productive t-deletion process that affects /stn/ clusters, the surface forms [sn] and [stn] may be phonologically equivalent and map to a single phonological form /stn/. In contrast, [sn] and [stn] clusters are usually phonologically distinct in (Canadian) English. Behavioral data from identification and discrimination tasks indicated that [sn] and [stn] clusters were more confusable for Russian than for English speakers. The EEG experiment employed an oddball paradigm with nonwords [asna] and [astna] used as the standard and deviant stimuli. A reliable mismatch negativity response was elicited approximately 100 msec postchange in the English group but not in the Russian group. These findings point to a perceptual repair mechanism that is engaged automatically at a prelexical level to ensure immediate encoding of speech inputs in phonological terms, which in turn enables efficient access to the meaning of a spoken utterance.

Strategy in short-term memory for pictures in childhood: a near-infrared spectroscopy study.

PubMed

Sanefuji, Masafumi; Takada, Yui; Kimura, Naoko; Torisu, Hiroyuki; Kira, Ryutaro; Ishizaki, Yoshito; Hara, Toshiro

2011-02-01

In Baddeley's working memory model, verbalizable visual material such as pictures are recoded into a phonological form and then rehearsed, while auditory material is rehearsed directly. The recoding and rehearsal processes are mediated by articulatory control process in the left ventrolateral prefrontal cortex (VLPFC). Developmentally, the phonological strategy for serially-presented visual material emerges around 7 years of age, while that for auditory material is consistently present by 4 years of age. However, the strategy change may actually be correlated with memory ability as this usually increases with age. To investigate the relationship between the strategy for pictures and memory ability, we monitored the left VLPFC activation in 5 to 11 year-old children during free recall of visually- or auditorily-presented familiar objects using event-related near-infrared spectroscopy. We hypothesized that the phonological strategy of rehearsal and recoding for visual material would provoke greater activation than only rehearsal for auditory material in the left VLPFC. Therefore, we presumed that the activation difference for visual material compared with auditory material in the left VLPFC may represent the tendency to use a phonological strategy. We found that the activation difference in the left VLPFC showed a significant positive correlation with memory ability but not with age, suggesting that children with high memory ability make more use of phonological strategy for pictures. The present study provides functional evidence that the strategy in short-term memory for pictures shifts gradually from non-phonological to phonological as memory ability increases in childhood. Copyright © 2010 Elsevier Inc. All rights reserved.

The Effect of Automatization of the Phonological Component on the Reading Comprehension of ESP Students

ERIC Educational Resources Information Center

Khatib, Mohammad; Fat'hi, Jalil

2011-01-01

Prompted by the recent shift of attention from just focusing on the top-down processing in L2 reading towards considering the basic component, bottom-up processing, the role of phonological component has also enjoyed popularity among a selected circle of SLA investigators (Koda, 2005). This study investigated the effect of the automatization of…

Individual Differences in Late Bilinguals' L2 Phonological Processes: From Acoustic-Phonetic Analysis to Lexical Access

ERIC Educational Resources Information Center

Diaz, Begona; Mitterer, Holger; Broersma, Mirjam; Sebastian-Galles, Nuria

2012-01-01

The extent to which the phonetic system of a second language is mastered varies across individuals. The present study evaluates the pattern of individual differences in late bilinguals across different phonological processes. Fifty-five late Dutch-English bilinguals were tested on their ability to perceive a difficult L2 speech contrast (the…

Effects of Phonological and Orthographic Shifts on Children's Processing of Written Morphology: A Time-Course Study

ERIC Educational Resources Information Center

Quémart, Pauline; Casalis, Séverine

2014-01-01

We report two experiments that investigated whether phonological and/or orthographic shifts in a base word interfere with morphological processing by French 3rd, 4th, and 5th graders and adults (as a control group) along the time course of visual word recognition. In both experiments, prime-target pairs shared four possible relationships:…

Information Processing Models of Skilled Reading: The Relationship Between Chinese Orthography and Coding Tactics in Primary Memory.

ERIC Educational Resources Information Center

Shwedel, Allan M.

A probe recall short-term retention task was used to test the applicability of the "phonological recoding" (Conrad, 1972) and "flexible decoding" (Smith, 1972) models to processing tactics used by readers of Chinese. Subjects were 45 adult speakers of Cantonese. Stimuli were lists of Chinese characters which varied in terms of phonological and…

When cognition kicks in: working memory and speech understanding in noise.

PubMed

Rönnberg, Jerker; Rudner, Mary; Lunner, Thomas; Zekveld, Adriana A

2010-01-01

Perceptual load and cognitive load can be separately manipulated and dissociated in their effects on speech understanding in noise. The Ease of Language Understanding model assumes a theoretical position where perceptual task characteristics interact with the individual's implicit capacities to extract the phonological elements of speech. Phonological precision and speed of lexical access are important determinants for listening in adverse conditions. If there are mismatches between the phonological elements perceived and phonological representations in long-term memory, explicit working memory (WM)-related capacities will be continually invoked to reconstruct and infer the contents of the ongoing discourse. Whether this induces a high cognitive load or not will in turn depend on the individual's storage and processing capacities in WM. Data suggest that modulated noise maskers may serve as triggers for speech maskers and therefore induce a WM, explicit mode of processing. Individuals with high WM capacity benefit more than low WM-capacity individuals from fast amplitude compression at low or negative input speech-to-noise ratios. The general conclusion is that there is an overarching interaction between the focal purpose of processing in the primary listening task and the extent to which a secondary, distracting task taps into these processes.

The effect of first written language on the acquisition of English literacy.

PubMed

Holm, A; Dodd, B

1996-05-01

The relationship between first and second language literacy was examined by identifying the skills and processes developed in the first language that were transferred to the second language. The performance of 40 university students from The People's Republic of China, Hong Kong, Vietnam and Australia were compared on a series of tasks that assessed phonological awareness and reading and spelling skills in English. The results indicated that the Hong Kong students (with non-alphabetic first language literacy) had limited phonological awareness compared to those students with alphabetic first language literacy. The reading and spelling tasks showed no differences between the groups on real word processing. However, the students from Hong Kong had difficulty processing nonwords because of their poor phonological awareness. The results supported the hypothesis that people learning English as a second language (ESL) transfer their literacy processing skills from their first language to English. When the phonological awareness required in English had not been developed in the first language, ESL students were limited to a whole-word, visual strategy. The findings indicate that students from non-alphabetic written language backgrounds might have difficulties with new, or unfamiliar words when attending universities where English is the medium of instruction.

Functional magnetic resonance imaging of neural activity related to orthographic, phonological, and lexico-semantic judgments of visually presented characters and words.

PubMed

Fujimaki, N; Miyauchi, S; Pütz, B; Sasaki, Y; Takino, R; Sakai, K; Tamada, T

1999-01-01

Functional magnetic resonance imaging was used to investigate neural activity during the judgment of visual stimuli in two groups of experiments using seven and five normal subjects. The subjects were given tasks designed differentially to involve orthographic (more generally, visual form), phonological, and lexico-semantic processes. These tasks included the judgments of whether a line was horizontal, whether a pseudocharacter or pseudocharacter string included a horizontal line, whether a Japanese katakana (phonogram) character or character string included a certain vowel, or whether a character string was meaningful (noun or verb) or meaningless. Neural activity related to the visual form process was commonly observed during judgments of both single real-characters and single pseudocharacters in lateral extrastriate visual cortex, the posterior ventral or medial occipito-temporal area, and the posterior inferior temporal area of both hemispheres. In contrast, left-lateralized activation was observed in the latter two areas during judgments of real- and pseudo-character strings. These results show that there is no katakana "word form center" whose activity is specific to real words. Activation related to the phonological process was observed, in Broca's area, the insula, the supramarginal gyrus, and the posterior superior temporal area, with greater activation in the left hemisphere. These activation foci for visual form and phonological processes of katakana also were reported for the English alphabet in previous studies. The present activation showed no additional areas for contrasts of noun judgment with other conditions and was similar between noun and verb judgment tasks, suggesting two possibilities: no strong semantic activation was produced, or the semantic process shared activation foci with the phonological process.

The double-deficit hypothesis: a comprehensive analysis of the evidence.

PubMed

Vukovic, Rose K; Siegel, Linda S

2006-01-01

The double-deficit hypothesis of developmental dyslexia proposes that deficits in phonological processing and naming speed represent independent sources of dysfunction in dyslexia. The present article is a review of the evidence for the double-deficit hypothesis, including a discussion of recent findings related to the hypothesis. Studies in this area have been characterized by variability in methodology--how dyslexia is defined and identified, and how dyslexia subtypes are classified. Such variability sets limitations on the extent to which conclusions may be drawn with respect to the double-deficit hypothesis. Furthermore, the literature is complicated by the persistent finding that measures of phonological processing and naming speed are significantly correlated, resulting in a statistical artifact that makes it difficult to disentangle the influence of naming speed from that of phonological processing. Longitudinal and intervention studies of the double-deficit hypothesis are needed to accumulate evidence that investigates a naming speed deficit that is independent of a phonological deficit for readers with dyslexia. The existing evidence does not support a persistent core deficit in naming speed for readers with dyslexia.

When Phonology Fails: Orthographic Neighbourhood Effects in Dyslexia

ERIC Educational Resources Information Center

Lavidor, Michal; Johnston, Rhona; Snowling, Margaret J.

2006-01-01

Both cerebral hemispheres contain phonological, orthographic and semantic representations of words, however there are between-hemisphere differences in the relative engagement and specialization of the different representations. Taking orthographic processing for example, previous studies suggest that orthographic neighbourhood size (N) has…

Evidence-based interventions for reading and language difficulties: creating a virtuous circle.

PubMed

Snowling, Margaret J; Hulme, Charles

2011-03-01

BACKGROUND. Children may experience two very different forms of reading problem: decoding difficulties (dyslexia) and reading comprehension difficulties. Decoding difficulties appear to be caused by problems with phonological (speech sound) processing. Reading comprehension difficulties in contrast appear to be caused by problems with 'higher level' language difficulties including problems with semantics (including deficient knowledge of word meanings) and grammar (knowledge of morphology and syntax). AIMS. We review evidence concerning the nature, causes of, and treatments for children's reading difficulties. We argue that any well-founded educational intervention must be based on a sound theory of the causes of a particular form of learning difficulty, which in turn must be based on an understanding of how a given skill is learned by typically developing children. Such theoretically motivated interventions should in turn be evaluated in randomized controlled trials (RCTs) to establish whether they are effective, and for whom. RESULTS. There is now considerable evidence showing that phonologically based interventions are effective in ameliorating children's word level decoding difficulties, and a smaller evidence base showing that reading and oral language (OL) comprehension difficulties can be ameliorated by suitable interventions to boost vocabulary and broader OL skills. CONCLUSIONS. The process of developing theories about the origins of children's educational difficulties and evaluating theoretically motivated treatments in RCTs, produces a 'virtuous circle' whereby theory informs practice, and the evaluation of effective interventions in turn feeds back to inform and refine theories about the nature and causes of children's reading and language difficulties. ©2010 The British Psychological Society.

Musical plus phonological input for young foreign language readers

PubMed Central

Fonseca-Mora, M. C.; Jara-Jiménez, Pilar; Gómez-Domínguez, María

2015-01-01

Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7–8-year-old Spanish children (n = 63) learning English as a foreign language. Of interest was also to explore the impact of this training program on working memory and decoding skills. To achieve these goals we tested three groups of children before and after training: a control group, an experimental group with phonological non-musical intervention (active control), and an experimental group with musical intervention. Results clearly point to the beneficial effects of the phonological teaching approach but the further impact of the music support was not demonstrated. Moreover, while children in the music group showed low musical aptitudes before training, they nevertheless performed better than the control group. Therefore, the phonological training program with and without music support seem to have significant effects on early reading skills. PMID:25852604

Musical plus phonological input for young foreign language readers.

PubMed

Fonseca-Mora, M C; Jara-Jiménez, Pilar; Gómez-Domínguez, María

2015-01-01

Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7-8-year-old Spanish children (n = 63) learning English as a foreign language. Of interest was also to explore the impact of this training program on working memory and decoding skills. To achieve these goals we tested three groups of children before and after training: a control group, an experimental group with phonological non-musical intervention (active control), and an experimental group with musical intervention. Results clearly point to the beneficial effects of the phonological teaching approach but the further impact of the music support was not demonstrated. Moreover, while children in the music group showed low musical aptitudes before training, they nevertheless performed better than the control group. Therefore, the phonological training program with and without music support seem to have significant effects on early reading skills.

Auditory-Motor Interactions in Pediatric Motor Speech Disorders: Neurocomputational Modeling of Disordered Development

PubMed Central

Terband, H.; Maassen, B.; Guenther, F.H.; Brumberg, J.

2014-01-01

Background/Purpose Differentiating the symptom complex due to phonological-level disorders, speech delay and pediatric motor speech disorders is a controversial issue in the field of pediatric speech and language pathology. The present study investigated the developmental interaction between neurological deficits in auditory and motor processes using computational modeling with the DIVA model. Method In a series of computer simulations, we investigated the effect of a motor processing deficit alone (MPD), and the effect of a motor processing deficit in combination with an auditory processing deficit (MPD+APD) on the trajectory and endpoint of speech motor development in the DIVA model. Results Simulation results showed that a motor programming deficit predominantly leads to deterioration on the phonological level (phonemic mappings) when auditory self-monitoring is intact, and on the systemic level (systemic mapping) if auditory self-monitoring is impaired. Conclusions These findings suggest a close relation between quality of auditory self-monitoring and the involvement of phonological vs. motor processes in children with pediatric motor speech disorders. It is suggested that MPD+APD might be involved in typically apraxic speech output disorders and MPD in pediatric motor speech disorders that also have a phonological component. Possibilities to verify these hypotheses using empirical data collected from human subjects are discussed. PMID:24491630

Interfering with free recall of words: Detrimental effects of phonological competition.

PubMed

Fernandes, Myra A; Wammes, Jeffrey D; Priselac, Sandra; Moscovitch, Morris

2016-09-01

We examined the effect of different distracting tasks, performed concurrently during memory retrieval, on recall of a list of words. By manipulating the type of material and processing (semantic, orthographic, and phonological) required in the distracting task, and comparing the magnitude of memory interference produced, we aimed to infer the kind of representation upon which retrieval of words depends. In Experiment 1, identifying odd digits concurrently during free recall disrupted memory, relative to a full attention condition, when the numbers were presented orthographically (e.g. nineteen), but not numerically (e.g. 19). In Experiment 2, a distracting task that required phonological-based decisions to either word or picture material produced large, but equivalent effects on recall of words. In Experiment 3, phonological-based decisions to pictures in a distracting task disrupted recall more than when the same pictures required semantically-based size estimations. In Experiment 4, a distracting task that required syllable decisions to line drawings interfered significantly with recall, while an equally difficult semantically-based color-decision task about the same line drawings, did not. Together, these experiments demonstrate that the degree of memory interference experienced during recall of words depends primarily on whether the distracting task competes for phonological representations or processes, and less on competition for semantic or orthographic or material-specific representations or processes. Copyright © 2016 Elsevier Ltd. All rights reserved.

The role of semantic processing in reading Japanese orthographies: an investigation using a script-switch paradigm.

PubMed

Dylman, Alexandra S; Kikutani, Mariko

2018-01-01

Research on Japanese reading has generally indicated that processing of the logographic script Kanji primarily involves whole-word lexical processing and follows a semantics-to-phonology route, while the two phonological scripts Hiragana and Katakana (collectively called Kana) are processed via a sub-lexical route, and more in a phonology-to-semantics manner. Therefore, switching between the two scripts often involves switching between two reading processes, which results in a delayed response for the second script (a script switch cost). In the present study, participants responded to pairs of words that were written either in the same orthography (within-script), or in two different Japanese orthographies (cross-script), switching either between Kanji and Hiragana, or between Katakana and Hiragana. They were asked to read the words aloud (Experiments 1 and 3) and to make a semantic decision about them (Experiments 2 and 4). In contrast to initial predictions, a clear switch cost was observed when participants switched between the two Kana scripts, while script switch costs were less consistent when participants switched between Kanji and Hiragana. This indicates that there are distinct processes involved in reading of the two types of Kana, where Hiragana reading appears to bear some similarities to Kanji processing. This suggests that the role of semantic processing in Hiragana (but not Katakana) reading is more prominent than previously thought and thus, Hiragana is not likely to be processed strictly phonologically.

The ontogeny of phonological categories and the primacy of lexical learning in linguistic development.

PubMed

Beckman, M E; Edwards, J

2000-01-01

In this paper, we draw on recent developments in several areas of cognitive science that suggest that the lexicon is at the core of grammatical generalizations at several different levels of representation. Evidence comes from many sources, including recent studies on language processing in adults and on language acquisition in children. Phonological behavior is influenced very early by pattern frequency in the lexicon of the ambient language, and we propose that phonological acquisition might provide the initial bootstrapping into grammatical generalization in general. The phonological categories over which pattern frequencies are calculated, however, are neither transparently available in the audiovisual signal nor deterministically fixed by the physiological and perceptual capacities of the species. Therefore, we need several age-appropriate models of how the lexicon can influence a child's interactions with the ambient language over the course of phonological acquisition.

Speech-sound duration processing in a second language is specific to phonetic categories.

PubMed

Nenonen, Sari; Shestakova, Anna; Huotilainen, Minna; Näätänen, Risto

2005-01-01

The mismatch negativity (MMN) component of the auditory event-related potential was used to determine the effect of native language, Russian, on the processing of speech-sound duration in a second language, Finnish, that uses duration as a cue for phonological distinction. The native-language effect was compared with Finnish vowels that either can or cannot be categorized using the Russian phonological system. The results showed that the duration-change MMN for the Finnish sounds that could be categorized through Russian was reduced in comparison with that for the Finnish sounds having no Russian equivalent. In the Finnish sounds that can be mapped through the Russian phonological system, the facilitation of the duration processing may be inhibited by the native Russian language. However, for the sounds that have no Russian equivalent, new vowel categories independent of the native Russian language have apparently been established, enabling a native-like duration processing of Finnish.

Processing of Phonological Variation in Children with Hearing Loss: Compensation for English Place Assimilation in Connected Speech

ERIC Educational Resources Information Center

Skoruppa, Katrin; Rosen, Stuart

2014-01-01

Purpose: In this study, the authors explored phonological processing in connected speech in children with hearing loss. Specifically, the authors investigated these children's sensitivity to English place assimilation, by which alveolar consonants like t and n can adapt to following sounds (e.g., the word ten can be realized as tem in the…

Concurrent Validity and Diagnostic Accuracy of the Dynamic Indicators of Basic Early Literacy Skills and the Comprehensive Test of Phonological Processing

ERIC Educational Resources Information Center

Hintze, John M.; Ryan, Amanda L.; Stoner, Gary

2003-01-01

The purpose of this study was to (a) examine the concurrent validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) with the Comprehensive Test of Phonological Processing (CTOPP), and (b) explore the diagnostic accuracy of the DIBELS in predicting CTOPP performance using suggested and alternative cut-scores. Eighty-six students…

Contribution of Temporal Processing Skills to Reading Comprehension in 8-Year-Olds: Evidence for a Mediation Effect of Phonological Awareness

ERIC Educational Resources Information Center

Malenfant, Nathalie; Grondin, Simon; Boivin, Michel; Forget-Dubois, Nadine; Robaey, Philippe; Dionne, Ginette

2012-01-01

This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight-year-olds. TP was measured with auditory and bimodal (visual-auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between…

Working Memory Tasks in Relation to Phonological Processes of Arab Dyslexics in the State of Kuwait

ERIC Educational Resources Information Center

Al-dyiar, Mosaad Abo; Salem, Ashraf Atta M. S.

2013-01-01

The current study investigated the relationship between the working memory tasks and the phonological processes of Arab dyslexics in the primary stage in the State of Kuwait. The researchers used the descriptive research design. The sample of the study consists of 500 pupils (250 males and 250 females), their ages range from (9.05 ± 0.49) years…

Neurocognitive Mechanisms of Learning to Read: Print Tuning in Beginning Readers Related to Word-Reading Fluency and Semantics but Not Phonology

ERIC Educational Resources Information Center

Eberhard-Moscicka, Aleksandra K.; Jost, Lea B.; Raith, Margit; Maurer, Urs

2015-01-01

During reading acquisition children learn to recognize orthographic stimuli and link them to phonology and semantics. The present study investigated neurocognitive processes of learning to read after one year of schooling. We aimed to elucidate the cognitive processes underlying neural tuning for print that has been shown to play an important role…

Parafoveal Processing in Silent and Oral Reading: Reading Mode Influences the Relative Weighting of Phonological and Semantic Information in Chinese

ERIC Educational Resources Information Center

Pan, Jinger; Laubrock, Jochen; Yan, Ming

2016-01-01

We examined how reading mode (i.e., silent vs. oral reading) influences parafoveal semantic and phonological processing during the reading of Chinese sentences, using the gaze-contingent boundary paradigm. In silent reading, we found in 2 experiments that reading times on target words were shortened with semantic previews in early and late…

Combining Temporal and Spectral Information with Spatial Mapping to Identify Differences between Phonological and Semantic Networks: A Magnetoencephalographic Approach

PubMed Central

McNab, Fiona; Hillebrand, Arjan; Swithenby, Stephen J.; Rippon, Gina

2012-01-01

Early, lesion-based models of language processing suggested that semantic and phonological processes are associated with distinct temporal and parietal regions respectively, with frontal areas more indirectly involved. Contemporary spatial brain mapping techniques have not supported such clear-cut segregation, with strong evidence of activation in left temporal areas by both processes and disputed evidence of involvement of frontal areas in both processes. We suggest that combining spatial information with temporal and spectral data may allow a closer scrutiny of the differential involvement of closely overlapping cortical areas in language processing. Using beamforming techniques to analyze magnetoencephalography data, we localized the neuronal substrates underlying primed responses to nouns requiring either phonological or semantic processing, and examined the associated measures of time and frequency in those areas where activation was common to both tasks. Power changes in the beta (14–30 Hz) and gamma (30–50 Hz) frequency bands were analyzed in pre-selected time windows of 350–550 and 500–700 ms In left temporal regions, both tasks elicited power changes in the same time window (350–550 ms), but with different spectral characteristics, low beta (14–20 Hz) for the phonological task and high beta (20–30 Hz) for the semantic task. In frontal areas (BA10), both tasks elicited power changes in the gamma band (30–50 Hz), but in different time windows, 500–700 ms for the phonological task and 350–550 ms for the semantic task. In the left inferior parietal area (BA40), both tasks elicited changes in the 20–30 Hz beta frequency band but in different time windows, 350–550 ms for the phonological task and 500–700 ms for the semantic task. Our findings suggest that, where spatial measures may indicate overlapping areas of involvement, additional beamforming techniques can demonstrate differential activation in time and frequency domains. PMID:22908001

Lexicality Effects in Word and Nonword Recall of Semantic Dementia and Progressive Nonfluent Aphasia

PubMed Central

Reilly, Jamie; Troche, Joshua; Chatel, Alison; Park, Hyejin; Kalinyak-Fliszar, Michelene; Antonucci, Sharon M.; Martin, Nadine

2012-01-01

Background Verbal working memory is an essential component of many language functions, including sentence comprehension and word learning. As such, working memory has emerged as a domain of intense research interest both in aphasiology and in the broader field of cognitive neuroscience. The integrity of verbal working memory encoding relies on a fluid interaction between semantic and phonological processes. That is, we encode verbal detail using many cues related to both the sound and meaning of words. Lesion models can provide an effective means of parsing the contributions of phonological or semantic impairment to recall performance. Methods and Procedures We employed the lesion model approach here by contrasting the nature of lexicality errors incurred during recall of word and nonword sequences by 3individuals with progressive nonfluent aphasia (a phonological dominant impairment) compared to that of 2 individuals with semantic dementia (a semantic dominant impairment). We focused on psycholinguistic attributes of correctly recalled stimuli relative to those that elicited a lexicality error (i.e., nonword → word OR word → nonword). Outcomes and results Patients with semantic dementia showed greater sensitivity to phonological attributes (e.g., phoneme length, wordlikeness) of the target items relative to semantic attributes (e.g., familiarity). Patients with PNFA showed the opposite pattern, marked by sensitivity to word frequency, age of acquisition, familiarity, and imageability. Conclusions We interpret these results in favor of a processing strategy such that in the context of a focal phonological impairment patients revert to an over-reliance on preserved semantic processing abilities. In contrast, a focal semantic impairment forces both reliance upon and hypersensitivity to phonological attributes of target words. We relate this interpretation to previous hypotheses about the nature of verbal short-term memory in progressive aphasia. PMID:23486736

Phonological awareness and the working memory of children with and without literacy difficulties.

PubMed

Cardoso, Andreia Martins de Souza; Silva, Mônica Marins da; Pereira, Mônica Medeiros de Britto

2013-01-01

To investigate phonological awareness and working memory skills as well as their influence on the literacy process in a group of intellectually normal children. Forty intellectually normal children (7.6-8.0 years) from the second and third grades of elementary school participated. Children were organized in two groups (20 children each): one with and another without literacy difficulties. These participants underwent RAVEN's intelligence quotient test, audiometric assessment, CONFIAS test of phonological awareness, written spelling task, and working memory test. Children in the alphabetic phase presented a good development of phonological awareness, and 85% of them showed a high-performance working memory. Children in the syllabic-alphabetic phase had changes in phonological awareness, and 91.6% of them showed an average working memory performance. The subjects at pre-syllabic and syllabic phases demonstrated more difficulties in phonological awareness than those at syllabic-alphabetic and had a poor working memory performance. Between-group differences were observed for CONFIAS and working memory tests (p<0.0001). There was also a significant correlation (r=0.78, p=0.01) between the skills of phonological awareness and working memory for the total sample of individuals. Based on these results, it was found that as phonological awareness and working memory levels increased, the literacy phase also advanced, therefore showing that these are directly proportional measures.

Genetic dyslexia risk variant is related to neural connectivity patterns underlying phonological awareness in children.

PubMed

Skeide, Michael A; Kirsten, Holger; Kraft, Indra; Schaadt, Gesa; Müller, Bent; Neef, Nicole; Brauer, Jens; Wilcke, Arndt; Emmrich, Frank; Boltze, Johannes; Friederici, Angela D

2015-09-01

Phonological awareness is the best-validated predictor of reading and spelling skill and therefore highly relevant for developmental dyslexia. Prior imaging genetics studies link several dyslexia risk genes to either brain-functional or brain-structural factors of phonological deficits. However, coherent evidence for genetic associations with both functional and structural neural phenotypes underlying variation in phonological awareness has not yet been provided. Here we demonstrate that rs11100040, a reported modifier of SLC2A3, is related to the functional connectivity of left fronto-temporal phonological processing areas at resting state in a sample of 9- to 12-year-old children. Furthermore, we provide evidence that rs11100040 is related to the fractional anisotropy of the arcuate fasciculus, which forms the structural connection between these areas. This structural connectivity phenotype is associated with phonological awareness, which is in turn associated with the individual retrospective risk scores in an early dyslexia screening as well as to spelling. These results suggest a link between a dyslexia risk genotype and a functional as well as a structural neural phenotype, which is associated with a phonological awareness phenotype. The present study goes beyond previous work by integrating genetic, brain-functional and brain-structural aspects of phonological awareness within a single approach. These combined findings might be another step towards a multimodal biomarker for developmental dyslexia. Copyright © 2015 Elsevier Inc. All rights reserved.

Phonological and Orthographic Overlap Effects in Fast and Masked Priming

PubMed Central

Frisson, Steven; Bélanger, Nathalie N.; Rayner, Keith

2014-01-01

We investigated how orthographic and phonological information is activated during reading, using a fast priming task, and during single word recognition, using masked priming. Specifically, different types of overlap between prime and target were contrasted: high orthographic and high phonological overlap (track-crack), high orthographic and low phonological overlap (bear-gear), or low orthographic and high phonological overlap (fruit-chute). In addition, we examined whether (orthographic) beginning overlap (swoop-swoon) yielded the same priming pattern as end (rhyme) overlap (track-crack). Prime durations were 32 and 50ms in the fast priming version, and 50ms in the masked priming version, and mode of presentation (prime and target in lower case) was identical. The fast priming experiment showed facilitatory priming effects when both orthography and phonology overlapped, with no apparent differences between beginning and end overlap pairs. Facilitation was also found when prime and target only overlapped orthographically. In contrast, the masked priming experiment showed inhibition for both types of end overlap pairs (with and without phonological overlap), and no difference for begin overlap items. When prime and target only shared principally phonological information, facilitation was only found with a long prime duration in the fast priming experiment, while no differences were found in the masked priming version. These contrasting results suggest that fast priming and masked priming do not necessarily tap into the same type of processing. PMID:24365065

Phonological effects in handwriting production: evidence from the implicit priming paradigm.

PubMed

Afonso, Olivia; Álvarez, Carlos J

2011-11-01

In the present article, we report 3 experiments using the odd-man-out variant of the implicit priming paradigm, aimed at determining the role played by phonological information during the handwriting process. Participants were asked to write a small set of words learned in response to prompts. Within each block, response words could share initial segments (constant homogeneous) or not (heterogeneous). Also, 2 variable homogeneous blocks were created by including a response word that did not share orthographic onset with the other response (odd-man-out). This odd-man-out could be phonologically related to the targets or not. Experiment 1 showed a preparation effect in the constant homogeneous condition, which disappeared (spoil effect) in the variable condition not phonologically related. However, no spoil effect was found when the odd-man-out shared the phonological initial segment with the targets. In Experiment 2, we obtained a spoil effect in the variable phonologically related condition, but it was significantly smaller than in the variable not phonologically related condition. The effects observed in Experiment 2 vanished in Experiment 3 under articulatory suppression, suggesting that they originated at a sublexical level. These findings suggest that phonological sublexical information is used during handwriting and provide evidence that the implicit priming paradigm (and the odd-man-out version of this) is a suitable tool for handwriting production research.

Proper name retrieval in temporal lobe epilepsy: naming of famous faces and landmarks.

PubMed

Benke, Thomas; Kuen, Eva; Schwarz, Michael; Walser, Gerald

2013-05-01

The objective of this study was to further explore proper name (PN) retrieval and conceptual knowledge in patients with left and right temporal lobe epilepsy (69 patients with LTLE and 62 patients with RTLE) using a refined assessment procedure. Based on the performance of a large group of age- and education-matched normals, a new test of famous faces and famous landmarks was designed. Recognition, naming, and semantic knowledge were assessed consecutively, allowing for a better characterization of deficient levels in the naming system. Impairment in PN retrieval was common in the cohort with TLE. Furthermore, side of seizure onset impaired stages of name retrieval differently: LTLE impaired the lexico-phonological processing, whereas RTLE mainly impaired the perceptual-semantic stage of object recognition. In addition to deficient PN retrieval, patients with TLE had reduced conceptual knowledge regarding famous persons and landmarks. Copyright © 2013 Elsevier Inc. All rights reserved.

The Contributions of Vocabulary and Letter Writing Automaticity to Word Reading and Spelling for Kindergartners

ERIC Educational Resources Information Center

Kim, Young-Suk; Al Otaiba, Stephanie; Puranik, Cynthia; Folsom, Jessica Sidler; Gruelich, Luana

2014-01-01

In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet…

Is phonology bypassed in normal or dyslexic development?

PubMed

Pennington, B F; Lefly, D L; Van Orden, G C; Bookman, M O; Smith, S D

1987-01-01

A pervasive assumption in most accounts of normal reading and spelling development is that phonological coding is important early in development but is subsequently superseded by faster, orthographic coding which bypasses phonology. We call this assumption, which derives from dual process theory, the developmental bypass hypothesis. The present study tests four specific predictions of the developmental bypass hypothesis by comparing dyslexics and nondyslexics from the same families in a cross-sectional design. The four predictions are: 1) That phonological coding skill develops early in normal readers and soon reaches asymptote, whereas orthographic coding skill has a protracted course of development; 2) that the correlation of adult reading or spelling performance with phonological coding skill is considerably less than the correlation with orthographic coding skill; 3) that dyslexics who are mainly deficient in phonological coding skill should be able to bypass this deficit and eventually close the gap in reading and spelling performance; and 4) that the greatest differences between dyslexics and developmental controls on measures of phonological coding skill should be observed early rather than late in development.None of the four predictions of the developmental bypass hypothesis were upheld. Phonological coding skill continued to develop in nondyslexics until adulthood. It accounted for a substantial (32-53 percent) portion of the variance in reading and spelling performance in adult nondyslexics, whereas orthographic coding skill did not account for a statistically reliable portion of this variance. The dyslexics differed little across age in phonological coding skill, but made linear progress in orthographic coding skill, surpassing spelling-age (SA) controls by adulthood. Nonetheless, they didnot close the gap in reading and spelling performance. Finally, dyslexics were significantly worse than SA (and Reading Age [RA]) controls in phonological coding skill only in adulthood.

Do deep dyslexia, dysphasia and dysgraphia share a common phonological impairment?

PubMed Central

Jefferies, Elizabeth; Sage, Karen; Lambon Ralph, Matthew A.

2007-01-01

This study directly compared four patients who, to varying degrees, showed the characteristics of deep dyslexia, dysphasia and/or dysgraphia – i.e., they made semantic errors in oral reading, repetition and/or spelling to dictation. The “primary systems” hypothesis proposes that these different conditions result from severe impairment to a common phonological system, rather than damage to task-specific mechanisms (i.e. grapheme-phoneme conversion). By this view, deep dyslexic/dysphasic patients should show overlapping deficits but previous studies have not directly compared them. All four patients in the current study showed poor phonological production across different tasks, including repetition, reading aloud and spoken picture naming, in line with the primary systems hypothesis. They also showed severe deficits in tasks that required the manipulation of phonology, such as phoneme addition and deletion. Some of the characteristics of the deep syndromes – namely lexicality and imageability effects – were typically observed in all of the tasks, regardless of whether semantic errors occurred or not, suggesting that the patients’ phonological deficits impacted on repetition, reading aloud and spelling to dictation in similar ways. Differences between the syndromes were accounted for by variation in other primary systems – particularly auditory processing. Deep dysphasic symptoms occurred when the impact of phonological input on spoken output was disrupted or reduced, either as a result of auditory/phonological impairment, or for patients with good phonological input analysis, when repetition was delayed. ‘Deep’ disorders of reading aloud, repetition and spelling can therefore be explained in terms of damage to interacting primary systems such as phonology, semantics and vision, with phonology playing a critical role. PMID:17227679

Lexical integration of novel words without sleep.

PubMed

Lindsay, Shane; Gaskell, M Gareth

2013-03-01

Learning a new word involves integration with existing lexical knowledge. Previous work has shown that sleep-associated memory consolidation processes are important for the engagement of novel items in lexical competition. In 3 experiments we used spaced exposure regimes to investigate memory for novel words and whether lexical integration can occur within a single day. The degree to which a new spoken word (e.g., cathedruke) engaged in lexical competition with established phonological neighbors (e.g., cathedral) was employed as a marker for lexical integration. We found evidence for improvements in recognition and cued recall following a time period including sleep, but we also found lexical competition effects emerging within a single day. Spaced exposure to novel words on its own did not bring about this within-day lexical competition effect (Experiment 2), which instead occurred with either spaced or massed exposure to novel words, provided that there was also spaced exposure to the phonological neighbors (Experiments 1 and 3). Although previous studies have indicated that sleep-dependent memory consolidation may be sufficient for lexical integration, our results show it is not a necessary precondition. (c) 2013 APA, all rights reserved.

Impaired Statistical Learning in Developmental Dyslexia

ERIC Educational Resources Information Center

Gabay, Yafit; Thiessen, Erik D.; Holt, Lori L.

2015-01-01

Purpose: Developmental dyslexia (DD) is commonly thought to arise from phonological impairments. However, an emerging perspective is that a more general procedural learning deficit, not specific to phonological processing, may underlie DD. The current study examined if individuals with DD are capable of extracting statistical regularities across…

Auditory-motor entrainment and phonological skills: precise auditory timing hypothesis (PATH).

PubMed

Tierney, Adam; Kraus, Nina

2014-01-01

Phonological skills are enhanced by music training, but the mechanisms enabling this cross-domain enhancement remain unknown. To explain this cross-domain transfer, we propose a precise auditory timing hypothesis (PATH) whereby entrainment practice is the core mechanism underlying enhanced phonological abilities in musicians. Both rhythmic synchronization and language skills such as consonant discrimination, detection of word and phrase boundaries, and conversational turn-taking rely on the perception of extremely fine-grained timing details in sound. Auditory-motor timing is an acoustic feature which meets all five of the pre-conditions necessary for cross-domain enhancement to occur (Patel, 2011, 2012, 2014). There is overlap between the neural networks that process timing in the context of both music and language. Entrainment to music demands more precise timing sensitivity than does language processing. Moreover, auditory-motor timing integration captures the emotion of the trainee, is repeatedly practiced, and demands focused attention. The PATH predicts that musical training emphasizing entrainment will be particularly effective in enhancing phonological skills.

Learning with sublexical information from emerging reading vocabularies in exceptionally early and normal reading development.

PubMed

Thompson, G Brian; Fletcher-Flinn, Claire M; Wilson, Kathryn J; McKay, Michael F; Margrain, Valerie G

2015-03-01

Predictions from theories of the processes of word reading acquisition have rarely been tested against evidence from exceptionally early readers. The theories of Ehri, Share, and Byrne, and an alternative, Knowledge Sources theory, were so tested. The former three theories postulate that full development of context-free letter sounds and awareness of phonemes are required for normal acquisition, while the claim of the alternative is that with or without such, children can use sublexical information from their emerging reading vocabularies to acquire word reading. Results from two independent samples of children aged 3-5, and 5 years, with mean word reading levels of 7 and 9 years respectively, showed underdevelopment of their context-free letter sounds and phoneme awareness, relative to their word reading levels and normal comparison samples. Despite such underdevelopment, these exceptional readers engaged in a form of phonological recoding that enabled pseudoword reading, at the level of older-age normal controls matched on word reading level. Moreover, in the 5-year-old sample further experiments showed that, relative to normal controls, they had a bias toward use of sublexical information from their reading vocabularies for phonological recoding of heterophonic pseudowords with irregular consistent spelling, and were superior in accessing word meanings independently of phonology, although only if the readers were without exposure to explicit phonics. The three theories were less satisfactory than the alternative theory in accounting for the learning of the exceptionally early readers. Copyright © 2014 Elsevier B.V. All rights reserved.

Effects of lexical competition on immediate memory span for spoken words.

PubMed

Goh, Winston D; Pisoni, David B

2003-08-01

Current theories and models of the structural organization of verbal short-term memory are primarily based on evidence obtained from manipulations of features inherent in the short-term traces of the presented stimuli, such as phonological similarity. In the present study, we investigated whether properties of the stimuli that are not inherent in the short-term traces of spoken words would affect performance in an immediate memory span task. We studied the lexical neighbourhood properties of the stimulus items, which are based on the structure and organization of words in the mental lexicon. The experiments manipulated lexical competition by varying the phonological neighbourhood structure (i.e., neighbourhood density and neighbourhood frequency) of the words on a test list while controlling for word frequency and intra-set phonological similarity (family size). Immediate memory span for spoken words was measured under repeated and nonrepeated sampling procedures. The results demonstrated that lexical competition only emerged when a nonrepeated sampling procedure was used and the participants had to access new words from their lexicons. These findings were not dependent on individual differences in short-term memory capacity. Additional results showed that the lexical competition effects did not interact with proactive interference. Analyses of error patterns indicated that item-type errors, but not positional errors, were influenced by the lexical attributes of the stimulus items. These results complement and extend previous findings that have argued for separate contributions of long-term knowledge and short-term memory rehearsal processes in immediate verbal serial recall tasks.

A Principled Relation between Reading and Naming in Acquired and Developmental Anomia: Surface Dyslexia Following Impairment in the Phonological Output Lexicon

PubMed Central

Gvion, Aviah; Friedmann, Naama

2016-01-01

Lexical retrieval and reading aloud are often viewed as two separate processes. However, they are not completely separate—they share components. This study assessed the effect of an impairment in a shared component, the phonological output lexicon, on lexical retrieval and on reading aloud. Because the phonological output lexicon is part of the lexical route for reading, individuals with an impairment in this lexicon may be forced to read aloud via the sublexical route and therefore show a reading pattern that is typical of surface dyslexia. To examine the effect of phonological output lexicon deficit on reading, we tested the reading of 16 Hebrew-speaking individuals with phonological output lexicon anomia, eight with acquired anomia following brain damage and eight with developmental anomia. We established that they had a phonological output lexicon deficit according to the types of errors and the effects on their naming in a picture naming task, and excluded other deficit loci in the lexical retrieval process according to a line of tests assessing their picture and word comprehension, word and non-word repetition, and phonological working memory. After we have established that the participants have a phonological output lexicon deficit, we tested their reading. To assess their reading and type of reading impairment, we tested their reading aloud, lexical decision, and written word comprehension. We found that all of the participants with phonological output lexicon impairment showed, in addition to anomia, also the typical surface dyslexia errors in reading aloud of irregular words, words with ambiguous conversion to phonemes, and potentiophones (words like “now” that, when read via the sublexical route, can be sounded out as another word, “know”). Importantly, the participants performed normally on pseudohomophone lexical decision and on homophone/potentiophone reading comprehension, indicating spared orthographic input lexicon and spared access to it and from it to lexical semantics. This pattern was shown both by the adults with acquired anomia and by the participants with developmental anomia. These results thus suggest a principled relation between anomia and dyslexia, and point to a distinct type of surface dyslexia. They further show the possibility of good comprehension of written words when the phonological output stages are impaired. PMID:27065897

Phonological loop affects children’s interpretations of explicit but not ambiguous questions: Research on links between working memory and referent assignment

PubMed Central

Murakami, Taro; Hashiya, Kazuhide

2017-01-01

Understanding the referent of other’s utterance by referring the contextual information helps in smooth communication. Although this pragmatic referential process can be observed even in infants, its underlying mechanism and relative abilities remain unclear. This study aimed to comprehend the background of the referential process by investigating whether the phonological loop affected the referent assignment. A total of 76 children (43 girls) aged 3–5 years participated in a reference assignment task in which an experimenter asked them to answer explicit (e.g., “What color is this?”) and ambiguous (e.g., “What about this?”) questions about colorful objects. The phonological loop capacity was measured by using the forward digit span task in which children were required to repeat the numbers as an experimenter uttered them. The results showed that the scores of the forward digit span task positively predicted correct response to explicit questions and part of the ambiguous questions. That is, the phonological loop capacity did not have effects on referent assignment in response to ambiguous questions that were asked after a topic shift of the explicit questions and thus required a backward reference to the preceding explicit questions to detect the intent of the current ambiguous questions. These results suggest that although the phonological loop capacity could overtly enhance the storage of verbal information, it does not seem to directly contribute to the pragmatic referential process, which might require further social cognitive processes. PMID:29088282

Attentional influences on functional mapping of speech sounds in human auditory cortex.

PubMed

Obleser, Jonas; Elbert, Thomas; Eulitz, Carsten

2004-07-21

The speech signal contains both information about phonological features such as place of articulation and non-phonological features such as speaker identity. These are different aspects of the 'what'-processing stream (speaker vs. speech content), and here we show that they can be further segregated as they may occur in parallel but within different neural substrates. Subjects listened to two different vowels, each spoken by two different speakers. During one block, they were asked to identify a given vowel irrespectively of the speaker (phonological categorization), while during the other block the speaker had to be identified irrespectively of the vowel (speaker categorization). Auditory evoked fields were recorded using 148-channel magnetoencephalography (MEG), and magnetic source imaging was obtained for 17 subjects. During phonological categorization, a vowel-dependent difference of N100m source location perpendicular to the main tonotopic gradient replicated previous findings. In speaker categorization, the relative mapping of vowels remained unchanged but sources were shifted towards more posterior and more superior locations. These results imply that the N100m reflects the extraction of abstract invariants from the speech signal. This part of the processing is accomplished in auditory areas anterior to AI, which are part of the auditory 'what' system. This network seems to include spatially separable modules for identifying the phonological information and for associating it with a particular speaker that are activated in synchrony but within different regions, suggesting that the 'what' processing can be more adequately modeled by a stream of parallel stages. The relative activation of the parallel processing stages can be modulated by attentional or task demands.

The minimal unit of phonological encoding: prosodic or lexical word.

PubMed

Wheeldon, Linda R; Lahiri, Aditi

2002-09-01

Wheeldon and Lahiri (Journal of Memory and Language 37 (1997) 356) used a prepared speech production task (Sternberg, S., Monsell, S., Knoll, R. L., & Wright, C. E. (1978). The latency and duration of rapid movement sequences: comparisons of speech and typewriting. In G. E. Stelmach (Ed.), Information processing in motor control and learning (pp. 117-152). New York: Academic Press; Sternberg, S., Wright, C. E., Knoll, R. L., & Monsell, S. (1980). Motor programs in rapid speech: additional evidence. In R. A. Cole (Ed.), The perception and production of fluent speech (pp. 507-534). Hillsdale, NJ: Erlbaum) to demonstrate that the latency to articulate a sentence is a function of the number of phonological words it comprises. Latencies for the sentence [Ik zoek het] [water] 'I seek the water' were shorter than latencies for sentences like [Ik zoek] [vers] [water] 'I seek fresh water'. We extend this research by examining the prepared production of utterances containing phonological words that are less than a lexical word in length. Dutch compounds (e.g. ooglid 'eyelid') form a single morphosyntactic word and a phonological word, which in turn includes two phonological words. We compare their prepared production latencies to those syntactic phrases consisting of an adjective and a noun (e.g. oud lid 'old member') which comprise two morphosyntactic and two phonological words, and to morphologically simple words (e.g. orgel 'organ') which comprise one morphosyntactic and one phonological word. Our findings demonstrate that the effect is limited to phrasal level phonological words, suggesting that production models need to make a distinction between lexical and phrasal phonology.

Electrophysiological signatures of phonological and semantic maintenance in sentence repetition.

PubMed

Meltzer, Jed A; Kielar, Aneta; Panamsky, Lilia; Links, Kira A; Deschamps, Tiffany; Leigh, Rosie C

2017-08-01

Verbal short-term memory comprises resources for phonological rehearsal, which have been characterized anatomically, and for maintenance of semantic information, which are less understood. Sentence repetition tasks tap both processes interactively. To distinguish brain activity involved in phonological vs. semantic maintenance, we recorded magnetoencephalography during a sentence repetition task, incorporating three manipulations emphasizing one mechanism over the other. Participants heard sentences or word lists and attempted to repeat them verbatim after a 5-second delay. After MEG, participants completed a cued recall task testing how much they remembered of each sentence. Greater semantic engagement relative to phonological rehearsal was hypothesized for 1) sentences vs. word lists, 2) concrete vs. abstract sentences, and 3) well recalled vs. poorly recalled sentences. During auditory perception and the memory delay period, we found highly left-lateralized activation in the form of 8-30 Hz event-related desynchronization. Compared to abstract sentences, concrete sentences recruited posterior temporal cortex bilaterally, demonstrating a neural signature for the engagement of visual imagery in sentence maintenance. Maintenance of arbitrary word lists recruited right hemisphere dorsal regions, reflecting increased demands on phonological rehearsal. Sentences that were ultimately poorly recalled in the post-test also elicited extra right hemisphere activation when they were held in short-term memory, suggesting increased demands on phonological resources. Frontal midline theta oscillations also reflected phonological rather than semantic demand, being increased for word lists and poorly recalled sentences. These findings highlight distinct neural resources for phonological and semantic maintenance, with phonological maintenance associated with stronger oscillatory modulations. Copyright © 2017 Elsevier Inc. All rights reserved.

An investigation of language and phonological development and the responsiveness of preschool age children to the Lidcombe Program.

PubMed

Rousseau, Isabelle; Packman, Ann; Onslow, Mark; Harrison, Elisabeth; Jones, Mark

2007-01-01

Knowledge of variables that predict treatment time is of benefit in deciding when to start treatment for early stuttering. To date, the only variable clearly related to treatment time with the Lidcombe Program is pre-treatment stuttering frequency. Previous studies have shown that children whose stuttering is more severe take longer to complete Stage 1 of the program. However, studies to date have not investigated phonology and language as predictors of treatment time. In the context of a Phase II clinical trial, the present prospective study showed that phonological development does not predict treatment time but that, together, stuttering severity, MLU and CELF Receptive Score predict 35-45% of the variance for time taken to complete Stage 1. The reader should be able to (1) understand guidelines developed for the timing of intervention with the Lidcombe Program based on previous retrospective studies, (2) determine whether pre-treatment language and phonological development play a role in treatment-led recovery with the Lidcombe Program and (3) understand recent empirical evidence on time taken by preschool children to complete Stage 1 of the Lidcombe Program.

Phonological reduplication in sign language: Rules rule

PubMed Central

Berent, Iris; Dupuis, Amanda; Brentari, Diane

2014-01-01

Productivity—the hallmark of linguistic competence—is typically attributed to algebraic rules that support broad generalizations. Past research on spoken language has documented such generalizations in both adults and infants. But whether algebraic rules form part of the linguistic competence of signers remains unknown. To address this question, here we gauge the generalization afforded by American Sign Language (ASL). As a case study, we examine reduplication (X→XX)—a rule that, inter alia, generates ASL nouns from verbs. If signers encode this rule, then they should freely extend it to novel syllables, including ones with features that are unattested in ASL. And since reduplicated disyllables are preferred in ASL, such a rule should favor novel reduplicated signs. Novel reduplicated signs should thus be preferred to nonreduplicative controls (in rating), and consequently, such stimuli should also be harder to classify as nonsigns (in the lexical decision task). The results of four experiments support this prediction. These findings suggest that the phonological knowledge of signers includes powerful algebraic rules. The convergence between these conclusions and previous evidence for phonological rules in spoken language suggests that the architecture of the phonological mind is partly amodal. PMID:24959158

A Quantitative and Qualitative Assessment of Verbal Short-Term Memory and Phonological Processing in 8-Year-Olds with a History of Repetitive Otitis Media

ERIC Educational Resources Information Center

Majerus, Steve; Amand, Pierre; Boniver, Vincent; Demanez, Jean-Pierre; Demanez, Laurent; Van der Linden, Martial

2005-01-01

Language outcome in children experiencing fluctuant hearing loss due to otitis media (OME) remains highly equivocal. In the current study, we assessed performance on highly sensitive verbal short-term memory (STM), new word learning and phonological processing tasks in 8-year-old children who had suffered from recurrent OME before the age of 3.…

Probing the perceptual and cognitive underpinnings of braille reading. An Estonian population study.

PubMed

Veispak, Anneli; Boets, Bart; Männamaa, Mairi; Ghesquière, Pol

2012-01-01

Similar to many sighted children who struggle with learning to read, a proportion of blind children have specific difficulties related to reading braille which cannot be easily explained. A lot of research has been conducted to investigate the perceptual and cognitive processes behind (impairments in) print reading. Very few studies, however, have aimed for a deeper insight into the relevant perceptual and cognitive processes involved in braille reading. In the present study we investigate the relations between reading achievement and auditory, speech, phonological and tactile processing in a population of Estonian braille reading children and youngsters and matched sighted print readers. Findings revealed that the sequential nature of braille imposes constant decoding and effective recruitment of phonological skills throughout the reading process. Sighted print readers, on the other hand, seem to switch between the use of phonological and lexical processing modes depending on the familiarity, length and structure of the word. Copyright © 2012 Elsevier Ltd. All rights reserved.

Japanese and English sentence reading comprehension and writing systems: An fMRI study of first and second language effects on brain activation.

PubMed

Buchweitz, Augusto; Mason, Robert A; Hasegawa, Mihoko; Just, Marcel A

2009-01-28

Functional magnetic resonance imaging (fMRI) was used to compare brain activation from Japanese readers reading hiragana (syllabic) and kanji (logographic) sentences, and English as a second language (L2). Kanji showed more activation than hiragana in right-hemisphere occipito-temporal lobe areas associated with visuospatial processing; hiragana, in turn, showed more activation than kanji in areas of the brain associated with phonological processing. L1 results underscore the difference in visuospatial and phonological processing demands between the systems. Reading in English as compared to either of the Japanese systems showed more activation in inferior frontal gyrus, medial frontal gyrus, and angular gyrus. The additional activation in English in these areas may have been associated with an increased cognitive demand for phonological processing and verbal working memory. More generally, L2 results suggest more effortful reading comprehension processes. The study contributes to the understanding of differential brain responses to different writing systems and to reading comprehension in a second language.

Using stochastic language models (SLM) to map lexical, syntactic, and phonological information processing in the brain.

PubMed

Lopopolo, Alessandro; Frank, Stefan L; van den Bosch, Antal; Willems, Roel M

2017-01-01

Language comprehension involves the simultaneous processing of information at the phonological, syntactic, and lexical level. We track these three distinct streams of information in the brain by using stochastic measures derived from computational language models to detect neural correlates of phoneme, part-of-speech, and word processing in an fMRI experiment. Probabilistic language models have proven to be useful tools for studying how language is processed as a sequence of symbols unfolding in time. Conditional probabilities between sequences of words are at the basis of probabilistic measures such as surprisal and perplexity which have been successfully used as predictors of several behavioural and neural correlates of sentence processing. Here we computed perplexity from sequences of words and their parts of speech, and their phonemic transcriptions. Brain activity time-locked to each word is regressed on the three model-derived measures. We observe that the brain keeps track of the statistical structure of lexical, syntactic and phonological information in distinct areas.

The locus of serial processing in reading aloud: orthography-to-phonology computation or speech planning?

PubMed

Mousikou, Petroula; Rastle, Kathleen; Besner, Derek; Coltheart, Max

2015-07-01

Dual-route theories of reading posit that a sublexical reading mechanism that operates serially and from left to right is involved in the orthography-to-phonology computation. These theories attribute the masked onset priming effect (MOPE) and the phonological Stroop effect (PSE) to the serial left-to-right operation of this mechanism. However, both effects may arise during speech planning, in the phonological encoding process, which also occurs serially and from left to right. In the present paper, we sought to determine the locus of serial processing in reading aloud by testing the contrasting predictions that the dual-route and speech planning accounts make in relation to the MOPE and the PSE. The results from three experiments that used the MOPE and the PSE paradigms in English are inconsistent with the idea that these effects arise during speech planning, and consistent with the claim that a sublexical serially operating reading mechanism is involved in the print-to-sound translation. Simulations of the empirical data on the MOPE with the dual route cascaded (DRC) and connectionist dual process (CDP++) models, which are computational implementations of the dual-route theory of reading, provide further support for the dual-route account. (c) 2015 APA, all rights reserved.

The effects of concurrent cognitive load on phonological processing in adults who stutter.

PubMed

Jones, Robin M; Fox, Robert A; Jacewicz, Ewa

2012-12-01

To determine whether phonological processing in adults who stutter (AWS) is disrupted by increased amounts of cognitive load in a concurrent attention-demanding task. Nine AWS and 9 adults who do not stutter (AWNS) participated. Using a dual-task paradigm, the authors presented word pairs for rhyme judgments and, concurrently, letter strings for memory recall. The rhyme judgment task manipulated rhyming type (rhyming/nonrhyming) and orthographic representation (similar/dissimilar). The memory recall task varied stimulus complexity (no letters, 3 letters, 5 letters). Rhyme judgment accuracy and reaction time (RT) were used to assess phonological processing, and letter recall accuracy was used to measure memory recall. For rhyme judgments, AWS were as accurate as AWNS, and the increase in the cognitive load did not affect rhyme judgment accuracy of either group. Significant group differences were found in RTs (delays by AWS were 241 ms greater). RTs of AWS were also slower in the most demanding rhyme condition and varied with the complexity of the memory task. Accuracy of letter recall of AWS was comparatively worse in the most demanding 5-letter condition. Phonological and cognitive processing of AWS is more vulnerable to disruptions caused by increased amounts of cognitive load in concurrent attention-demanding tasks.

The Role of Morphological and Phonological Awareness in the Early Development of Word Spelling and Reading in Typically Developing and Disabled Arabic Readers.

PubMed

Saiegh-Haddad, Elinor; Taha, Haitham

2017-11-01

The study is a cross-sectional developmental investigation of morphological and phonological awareness in word spelling and reading in Arabic in reading-accuracy disabled (RD) children and in age-matched typically developing (TR) controls in grades 1-4 (N = 160). Morphological awareness tasks targeted the root and word pattern derivational system of Arabic, in both the oral and the written modalities. Phonological awareness employed a variety of orally administered segmentation and deletion tasks. The results demonstrated early deficits in morphological awareness, besides deficits in phonological awareness, in RD children as compared with typically developing controls, as well as in word and pseudoword spelling and reading (voweled and unvoweled). While phonological awareness emerged as the strongest predictor of reading, morphological awareness was also found to predict unique variance in reading, and even more so in spelling, beyond phonological awareness and cognitive skills. The results demonstrate the early emergence of morphological awareness deficits, alongside phonological deficits in Arabic RD, as well as the role of morphological processing in early reading and spelling. These findings reflect the centrality of derivational morphology in the structure of the spoken and the written Arabic word. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Alternate reading strategies and variable asymmetry of the planum temporale in adult resilient readers.

PubMed

Welcome, Suzanne E; Leonard, Christiana M; Chiarello, Christine

2010-05-01

Resilient readers are characterized by impaired phonological processing despite skilled text comprehension. We investigated orthographic and semantic processing in resilient readers to examine mechanisms of compensation for poor phonological decoding. Performance on phonological (phoneme deletion, pseudoword reading), orthographic (orthographic choice, orthographic analogy), and semantic (semantic priming, homograph resolution) tasks was compared between resilient, poor and proficient readers. Asymmetry of the planum temporale was investigated in order to determine whether atypical readers showed unusual morphology in this language-relevant region. Resilient readers showed deficits on phonological tasks similar to those shown by poor readers. We obtained no evidence that resilient readers compensate via superior orthographic processing, as they showed neither exceptional orthographic skill nor increased reliance on orthography to guide pronunciation. Resilient readers benefited more than poor or proficient readers from semantic relationships between words and experienced greater difficulty when such relationships were not present. We suggest, therefore, that resilient readers compensate for poor phonological decoding via greater reliance on word meaning relationships. The reading groups did not differ in mean asymmetry of the planum temporale. However, resilient readers showed greater variability in planar asymmetry than proficient readers. Poor readers also showed a trend towards greater variability in planar asymmetry, with more poor readers than proficient readers showing extreme asymmetry. Such increased variability suggests that university students with less reading skill display less well regulated brain anatomy than proficient readers. Copyright 2010 Elsevier Inc. All rights reserved.

Exploring Expressive Vocabulary Variability in Two-Year-Olds: The Role of Working Memory.

PubMed

Newbury, Jayne; Klee, Thomas; Stokes, Stephanie F; Moran, Catherine

2015-12-01

This study explored whether measures of working memory ability contribute to the wide variation in 2-year-olds' expressive vocabulary skills. Seventy-nine children (aged 24-30 months) were assessed by using standardized tests of vocabulary and visual cognition, a processing speed measure, and behavioral measures of verbal working memory and phonological short-term memory. Strong correlations were observed between phonological short-term memory, verbal working memory, and expressive vocabulary. Speed of spoken word recognition showed a moderate significant correlation with expressive vocabulary. In a multivariate regression model for expressive vocabulary, the most powerful predictor was a measure of phonological short-term memory (accounting for 66% unique variance), followed by verbal working memory (6%), sex (2%), and age (1%). Processing speed did not add significant unique variance. These findings confirm previous research positing a strong role for phonological short-term memory in early expressive vocabulary acquisition. They also extend previous research in two ways. First, a unique association between verbal working memory and expressive vocabulary in 2-year-olds was observed. Second, processing speed was not a unique predictor of variance in expressive vocabulary when included alongside measures of working memory.

Bilingualism affects audiovisual phoneme identification

PubMed Central

Burfin, Sabine; Pascalis, Olivier; Ruiz Tada, Elisa; Costa, Albert; Savariaux, Christophe; Kandel, Sonia

2014-01-01

We all go through a process of perceptual narrowing for phoneme identification. As we become experts in the languages we hear in our environment we lose the ability to identify phonemes that do not exist in our native phonological inventory. This research examined how linguistic experience—i.e., the exposure to a double phonological code during childhood—affects the visual processes involved in non-native phoneme identification in audiovisual speech perception. We conducted a phoneme identification experiment with bilingual and monolingual adult participants. It was an ABX task involving a Bengali dental-retroflex contrast that does not exist in any of the participants' languages. The phonemes were presented in audiovisual (AV) and audio-only (A) conditions. The results revealed that in the audio-only condition monolinguals and bilinguals had difficulties in discriminating the retroflex non-native phoneme. They were phonologically “deaf” and assimilated it to the dental phoneme that exists in their native languages. In the audiovisual presentation instead, both groups could overcome the phonological deafness for the retroflex non-native phoneme and identify both Bengali phonemes. However, monolinguals were more accurate and responded quicker than bilinguals. This suggests that bilinguals do not use the same processes as monolinguals to decode visual speech. PMID:25374551

Atypical neural synchronization to speech envelope modulations in dyslexia.

PubMed

De Vos, Astrid; Vanvooren, Sophie; Vanderauwera, Jolijn; Ghesquière, Pol; Wouters, Jan

2017-01-01

A fundamental deficit in the synchronization of neural oscillations to temporal information in speech could underlie phonological processing problems in dyslexia. In this study, the hypothesis of a neural synchronization impairment is investigated more specifically as a function of different neural oscillatory bands and temporal information rates in speech. Auditory steady-state responses to 4, 10, 20 and 40Hz modulations were recorded in normal reading and dyslexic adolescents to measure neural synchronization of theta, alpha, beta and low-gamma oscillations to syllabic and phonemic rate information. In comparison to normal readers, dyslexic readers showed reduced non-synchronized theta activity, reduced synchronized alpha activity and enhanced synchronized beta activity. Positive correlations between alpha synchronization and phonological skills were found in normal readers, but were absent in dyslexic readers. In contrast, dyslexic readers exhibited positive correlations between beta synchronization and phonological skills. Together, these results suggest that auditory neural synchronization of alpha and beta oscillations is atypical in dyslexia, indicating deviant neural processing of both syllabic and phonemic rate information. Impaired synchronization of alpha oscillations in particular demonstrated to be the most prominent neural anomaly possibly hampering speech and phonological processing in dyslexic readers. Copyright © 2016 Elsevier Inc. All rights reserved.

What Phonological Facilitation Tells about Semantic Interference: A Dual-Task Study

PubMed Central

Ayora, Pauline; Peressotti, Francesca; Alario, F.-Xavier; Mulatti, Claudio; Pluchino, Patrick; Job, Remo; Dell'Acqua, Roberto

2011-01-01

Despite increasing interest in the topic, the extent to which linguistic processing demands attentional resources remains poorly understood. We report an empirical re-examination of claims about lexical processing made on the basis of the picture–word interference task when merged in a dual-task psychological refractory period (PRP) paradigm. Two experiments were conducted in which participants were presented with a tone followed, at varying stimulus onset asynchronies (SOAs), by a picture–word stimulus. In Experiment 1, the phonological relatedness between pictures and words was manipulated. Begin- and end-related words decreased picture naming latencies relative to unrelated words. This effect was additive with SOA effects. In Experiment 2, both the semantic and the phonological relatedness between pictures and words were manipulated. Replicating Experiment 1, effects arising from the phonological manipulation were additive with SOA effects on picture naming latencies. In contrast, effects arising from the semantic manipulation were under additive with SOA effects on picture naming latencies, that is, semantic interference decreased as SOA was decreased. Such contrastive pattern suggests that semantic and phonological effects on picture naming latencies are characterized by distinguishable sources, the former prior to the PRP bottleneck and the latter at the PRP bottleneck or after. The present findings are discussed in relation to current models of language production. PMID:21716584

Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention

PubMed Central

Cho, Eunsoo; Roberts, Garrett J.; Capin, Philip; Roberts, Greg; Miciak, Jeremy; Vaughn, Sharon

2015-01-01

We examined cognitive attributes, attention, and self-efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading intervention. We also included typical readers (n = 40). These four groups were compared on measures of nonverbal reasoning, working memory, verbal knowledge, listening comprehension, phonological awareness, and rapid naming as well as on teacher ratings of attention problems and self-reported self-efficacy. The two inadequate responder groups demonstrated difficulties primarily with verbal knowledge and listening comprehension compared to typical readers and adequate responders. Phonological awareness and rapid naming differentiated the two inadequate responder groups. In addition, both inadequate responder groups showed more attention problems and low self-efficacy compared to typical readers. PMID:26997755

A multivariate twin study of early literacy in Japanese Kana

PubMed Central

Fujisawa, Keiko K.; Wadsworth, Sally J.; Kakihana, Shinichiro; Olson, Richard K.; DeFries, John C.; Byrne, Brian; Ando, Juko

2013-01-01

This first Japanese twin study of early literacy development investigated the extent to which genetic and environmental factors influence individual differences in prereading skills in 238 pairs of twins at 42 months of age. Twin pairs were individually tested on measures of phonological awareness, kana letter name/sound knowledge, receptive vocabulary, visual perception, nonword repetition, and digit span. Results obtained from univariate behavioral-genetic analyses yielded little evidence for genetic influences, but substantial shared-environmental influences, for all measures. Phenotypic confirmatory factor analysis suggested three correlated factors: phonological awareness, letter name/sound knowledge, and general prereading skills. Multivariate behavioral genetic analyses confirmed relatively small genetic and substantial shared environmental influences on the factors. The correlations among the three factors were mostly attributable to shared environment. Thus, shared environmental influences play an important role in the early reading development of Japanese children. PMID:23997545

Teachers' perceptions of promoting sign language phonological awareness in an ASL/English bilingual program.

PubMed

Crume, Peter K

2013-10-01

The National Reading Panel emphasizes that spoken language phonological awareness (PA) developed at home and school can lead to improvements in reading performance in young children. However, research indicates that many deaf children are good readers even though they have limited spoken language PA. Is it possible that some deaf students benefit from teachers who promote sign language PA instead? The purpose of this qualitative study is to examine teachers' beliefs and instructional practices related to sign language PA. A thematic analysis is conducted on 10 participant interviews at an ASL/English bilingual school for the deaf to understand their views and instructional practices. The findings reveal that the participants had strong beliefs in developing students' structural knowledge of signs and used a variety of instructional strategies to build students' knowledge of sign structures in order to promote their language and literacy skills.

Speech research

NASA Astrophysics Data System (ADS)

1992-06-01

Phonology is traditionally seen as the discipline that concerns itself with the building blocks of linguistic messages. It is the study of the structure of sound inventories of languages and of the participation of sounds in rules or processes. Phonetics, in contrast, concerns speech sounds as produced and perceived. Two extreme positions on the relationship between phonological messages and phonetic realizations are represented in the literature. One holds that the primary home for linguistic symbols, including phonological ones, is the human mind, itself housed in the human brain. The second holds that their primary home is the human vocal tract.

Phonological and Motor Errors in Individuals with Acquired Sound Production Impairment

ERIC Educational Resources Information Center

Buchwald, Adam; Miozzo, Michele

2012-01-01

Purpose: This study aimed to compare sound production errors arising due to phonological processing impairment with errors arising due to motor speech impairment. Method: Two speakers with similar clinical profiles who produced similar consonant cluster simplification errors were examined using a repetition task. We compared both overall accuracy…

Activation of Phonological and Semantic Codes in Toddlers

ERIC Educational Resources Information Center

Mani, Nivedita; Durrant, Samantha; Floccia, Caroline

2012-01-01

What are the processes underlying word recognition in the toddler lexicon? Work with adults suggests that, by 5-years of age, hearing a word leads to cascaded activation of other phonologically, semantically and phono-semantically related words (Huang & Snedeker, 2010; Marslen-Wilson & Zwitserlood, 1989). Given substantial differences in…

Differential Cognitive and Perceptual Correlates of Print Reading versus Braille Reading

ERIC Educational Resources Information Center

Veispak, Anneli; Boets, Bart; Ghesquiere, Pol

2013-01-01

The relations between reading, auditory, speech, phonological and tactile spatial processing are investigated in a Dutch speaking sample of blind braille readers as compared to sighted print readers. Performance is assessed in blind and sighted children and adults. Regarding phonological ability, braille readers perform equally well compared to…

Aye, Aye, Aye, Aye: Orthography Enhances Rapid Word Reading in an Exploratory Study.

ERIC Educational Resources Information Center

Neuhaus, Graham F.; Post, Yolanda

2003-01-01

Uses a novel word-reading efficiency measure to determine if articulations or processing times associated with reading the word "aye" were enhanced through the phonological or orthographic qualities contained in the preceding word. Documents the importance of separating phonological and orthographic information in English homophones. (SG)

Clinical Comparisons: Phonological Processes and Their Relationship to Traditional Phoneme Acquisition Norms.

ERIC Educational Resources Information Center

Culbertson, William R.; Tanner, Dennis C.

2001-01-01

This article compares and contrasts the two major psycholinguistic philosophies of speech development, the traditional and the phonological approaches. The traditional approach is seen as most useful for children whose speech is only mildly impaired or who need oral sensorimotor stimulation. For severely unintelligible speech, the phonological…

Processes in the Development of Mathematics in Kindergarten Children from Title 1 Schools

ERIC Educational Resources Information Center

Foster, Matthew E.; Anthony, Jason L.; Clements, Doug H.; Sarama, Julie H.

2015-01-01

This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized naming (RAN), and phonological short-term memory (STM) predicted mathematics outcomes. The 208 participating kindergartners were administered tests of fluid intelligence, vocabulary, PA, RAN, STM, and numeracy in the fall…

Semantic and Phonological Ability to Adjust Recoding: A Unique Correlate of Word Reading Skill?

ERIC Educational Resources Information Center

Kearns, Devin M.; Rogers, H. Jane; Koriakin, Taylor; Al Ghanem, Reem

2016-01-01

This study addresses whether reading involves a process termed semantic and phonological ability to adjust recoding (SPAAR). It was hypothesized that SPAAR helps readers link inaccurate pronunciations to lexical entries (e.g., "spynitch" to "spinach"). Psychometric properties of the Mispronunciation Correction Task (MCT), a…

Cortical Spatio-Temporal Dynamics Underlying Phonological Target Detection in Humans

ERIC Educational Resources Information Center

Chang, Edward F.; Edwards, Erik; Nagarajan, Srikantan S.; Fogelson, Noa; Dalal, Sarang S.; Canolty, Ryan T.; Kirsch, Heidi E.; Barbaro, Nicholas M.; Knight, Robert T.

2011-01-01

Selective processing of task-relevant stimuli is critical for goal-directed behavior. We used electrocorticography to assess the spatio-temporal dynamics of cortical activation during a simple phonological target detection task, in which subjects press a button when a prespecified target syllable sound is heard. Simultaneous surface potential…

Semantic and Phonological Task-Set Priming and Stimulus Processing Investigated Using Magnetoencephalography (MEG)

ERIC Educational Resources Information Center

McNab, F.; Rippon, G.; Hillebrand, A.; Singh, K. D.; Swithenby, S. J.

2007-01-01

In this study the neural substrates of semantic and phonological task priming and task performance were investigated using single word task-primes. Magnetoencephalography (MEG) data were analysed using Synthetic Aperture Magnetometry (SAM) to determine the spatiotemporal and spectral characteristics of cortical responses. Comparisons were made…

Phonological Stereotypes and Names in Temne.

ERIC Educational Resources Information Center

Nemer, Julie F.

1987-01-01

Many personal names in Temne (a Mel language spoken in Sierra Leone) are borrowed from other languages, containing foreign sounds and sequences which are unpronounceable for Temne speakers when they appear in other words. These exceptions are treated as instances of phonological stereotyping (cases remaining resistant to assimilation processes).…

Learning to Read Setswana and English: Cross-Language Transference of Letter Knowledge, Phonological Awareness and Word Reading Skills

ERIC Educational Resources Information Center

Lekgoko, Olemme; Winskel, Heather

2008-01-01

The current study investigates how beginner readers learn to read Setswana and English, and whether there is cross-language transference of skills between these two languages. Letter knowledge, phoneme awareness and reading of words and pseudowords in both Setswana and English were assessed in 36 Grade 2 children. A complex pattern emerged.…

Intelligibility as a clinical outcome measure following intervention with children with phonologically based speech-sound disorders.

PubMed

Lousada, M; Jesus, Luis M T; Hall, A; Joffe, V

2014-01-01

The effectiveness of two treatment approaches (phonological therapy and articulation therapy) for treatment of 14 children, aged 4;0-6;7 years, with phonologically based speech-sound disorder (SSD) has been previously analysed with severity outcome measures (percentage of consonants correct score, percentage occurrence of phonological processes and phonetic inventory). Considering that the ultimate goal of intervention for children with phonologically based SSD is to improve intelligibility, it is curious that intervention studies focusing on children's phonology do not routinely use intelligibility as an outcome measure. It is therefore important that the impact of interventions on speech intelligibility is explored. This paper investigates the effectiveness of the two treatment approaches (phonological therapy and articulation therapy) using intelligibility measures, both in single words and in continuous speech, as the primary outcome. Fourteen children with phonologically based SSD participated in the intervention. The children were randomly assigned to phonological therapy or articulation therapy (seven children in each group). Two assessment methods were used for measuring intelligibility: a word identification task (for single words) and a rating scale (for continuous speech). Twenty-one unfamiliar adults listened and judged the children's intelligibility. Reliability analyses showed overall high agreement between listeners across both methods. Significant improvements were noted in intelligibility in both single words (paired t(6)=4.409, p=0.005) and continuous speech (asymptotic Z=2.371, p=0.018) for the group receiving phonology therapy pre- to post-treatment, but no differences in intelligibility were found for those receiving the articulation therapy pre- to post-treatment, either for single words (paired t(6)=1.763, p=0.128) or continuous speech (asymptotic Z=1.442, p=0.149). Intelligibility measures were sensitive enough to show changes in the phonological therapy group but not in the articulation therapy group. These findings emphasize the importance of using intelligibility as an outcome measure to complement the results obtained with other severity measures when exploring the effectiveness of speech interventions. This study presents new evidence for the effectiveness of phonological therapy in improving intelligibility with children with SSD. © 2014 Royal College of Speech and Language Therapists.

Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: a randomized controlled intervention study.

PubMed

Lousada, M; Jesus, Luis M T; Capelas, S; Margaça, C; Simões, D; Valente, A; Hall, A; Joffe, V L

2013-01-01

In Portugal, the routine clinical practice of speech and language therapists (SLTs) in treating children with all types of speech sound disorder (SSD) continues to be articulation therapy (AT). There is limited use of phonological therapy (PT) or phonological awareness training in Portugal. Additionally, at an international level there is a focus on collecting information on and differentiating between the effectiveness of PT and AT for children with different types of phonologically based SSD, as well as on the role of phonological awareness in remediating SSD. It is important to collect more evidence for the most effective and efficient type of intervention approach for different SSDs and for these data to be collected from diverse linguistic and cultural perspectives. To evaluate the effectiveness of a PT and AT approach for treatment of 14 Portuguese children, aged 4.0-6.7 years, with a phonologically based SSD. The children were randomly assigned to one of the two treatment approaches (seven children in each group). All children were treated by the same SLT, blind to the aims of the study, over three blocks of a total of 25 weekly sessions of intervention. Outcome measures of phonological ability (percentage of consonants correct (PCC), percentage occurrence of different phonological processes and phonetic inventory) were taken before and after intervention. A qualitative assessment of intervention effectiveness from the perspective of the parents of participants was included. Both treatments were effective in improving the participants' speech, with the children receiving PT showing a more significant improvement in PCC score than those receiving the AT. Children in the PT group also showed greater generalization to untreated words than those receiving AT. Parents reported both intervention approaches to be as effective in improving their children's speech. The PT (combination of expressive phonological tasks, phonological awareness, listening and discrimination activities) proved to be an effective integrated method of improving phonological SSD in children. These findings provide some evidence for Portuguese SLTs to employ PT with children with phonologically based SSD. © 2012 Royal College of Speech and Language Therapists.

Phonological Processes in the Speech of Jordanian Arabic Children with Cleft Lip and/or Palate

ERIC Educational Resources Information Center

Al-Tamimi, Feda Y.; Owais, Arwa I.; Khabour, Omar F.; Khamaiseh, Zaidan A.

2011-01-01

The controlled and free speech of 15 Jordanian male and female children with cleft lip and/or palate was analyzed to account for the different phonological processes exhibited. Study participants were divided into three main age groups, 4 years 2 months to 4 years 7 months, 5 years 3 months to 5 years 6 months, and 6 years 4 months to 6 years 6…

Phonological priming in young children who stutter: holistic versus incremental processing.

PubMed

Byrd, Courtney T; Conture, Edward G; Ohde, Ralph N

2007-02-01

To investigate the holistic versus incremental phonological encoding processes of young children who stutter (CWS; N = 26) and age- and gender-matched children who do not stutter (CWNS; N = 26) via a picture-naming auditory priming paradigm. Children named pictures during 3 auditory priming conditions: neutral, holistic, and incremental. Speech reaction time (SRT) was measured from the onset of picture presentation to the onset of participant response. CWNS shifted from being significantly faster in the holistic priming condition to being significantly faster in the incremental priming condition from 3 to 5 years of age. In contrast, the majority of 3- and 5-year-old CWS continued to exhibit faster SRT in the holistic than the incremental condition. CWS are delayed in making the developmental shift in phonological encoding from holistic to incremental processing, a delay that may contribute to their difficulties establishing fluent speech.

Aggression and risk of future violence in forensic psychiatric patients with and without dyslexia.

PubMed

Selenius, Heidi; Hellström, Ake; Belfrage, Henrik

2011-05-01

Dyslexia does not cause criminal behaviour, but it may worsen aggressive behaviour tendencies. In this study, aggressive behaviour and risk of future violence were compared between forensic psychiatric patients with and without dyslexia. Dyslexia was assessed using the Swedish phonological processing battery 'The Pigeon'. The patients filled in the Aggression Questionnaire, and trained assessors performed the risk assessments using HCR-20 version 2. Patients with dyslexia self-reported more aggressive behaviour compared with those without dyslexia. There was only a nearly significant tendency (p = 0.06) for the patients with dyslexia to receive higher scores in the HCR-20 compared with the patients without dyslexia, and phonological processing skills did not significantly predict aggression or risk of future violence. However, regression analyses demonstrated that poor phonological processing skills are a significant predictor of anger, which in turn significantly predicts risk of future violence. Copyright © 2011 John Wiley & Sons, Ltd.

[Investigating phonological planning processes in speech production through a speech-error induction technique].

PubMed

Nakayama, Masataka; Saito, Satoru

2015-08-01

The present study investigated principles of phonological planning, a common serial ordering mechanism for speech production and phonological short-term memory. Nakayama and Saito (2014) have investigated the principles by using a speech-error induction technique, in which participants were exposed to an auditory distracIor word immediately before an utterance of a target word. They demonstrated within-word adjacent mora exchanges and serial position effects on error rates. These findings support, respectively, the temporal distance and the edge principles at a within-word level. As this previous study induced errors using word distractors created by exchanging adjacent morae in the target words, it is possible that the speech errors are expressions of lexical intrusions reflecting interactive activation of phonological and lexical/semantic representations. To eliminate this possibility, the present study used nonword distractors that had no lexical or semantic representations. This approach successfully replicated the error patterns identified in the abovementioned study, further confirming that the temporal distance and edge principles are organizing precepts in phonological planning.

Phonological experience modulates voice discrimination: Evidence from functional brain networks analysis.

PubMed

Hu, Xueping; Wang, Xiangpeng; Gu, Yan; Luo, Pei; Yin, Shouhang; Wang, Lijun; Fu, Chao; Qiao, Lei; Du, Yi; Chen, Antao

2017-10-01

Numerous behavioral studies have found a modulation effect of phonological experience on voice discrimination. However, the neural substrates underpinning this phenomenon are poorly understood. Here we manipulated language familiarity to test the hypothesis that phonological experience affects voice discrimination via mediating the engagement of multiple perceptual and cognitive resources. The results showed that during voice discrimination, the activation of several prefrontal regions was modulated by language familiarity. More importantly, the same effect was observed concerning the functional connectivity from the fronto-parietal network to the voice-identity network (VIN), and from the default mode network to the VIN. Our findings indicate that phonological experience could bias the recruitment of cognitive control and information retrieval/comparison processes during voice discrimination. Therefore, the study unravels the neural substrates subserving the modulation effect of phonological experience on voice discrimination, and provides new insights into studying voice discrimination from the perspective of network interactions. Copyright © 2017. Published by Elsevier Inc.

Attentional influences on functional mapping of speech sounds in human auditory cortex

PubMed Central

Obleser, Jonas; Elbert, Thomas; Eulitz, Carsten

2004-01-01

Background The speech signal contains both information about phonological features such as place of articulation and non-phonological features such as speaker identity. These are different aspects of the 'what'-processing stream (speaker vs. speech content), and here we show that they can be further segregated as they may occur in parallel but within different neural substrates. Subjects listened to two different vowels, each spoken by two different speakers. During one block, they were asked to identify a given vowel irrespectively of the speaker (phonological categorization), while during the other block the speaker had to be identified irrespectively of the vowel (speaker categorization). Auditory evoked fields were recorded using 148-channel magnetoencephalography (MEG), and magnetic source imaging was obtained for 17 subjects. Results During phonological categorization, a vowel-dependent difference of N100m source location perpendicular to the main tonotopic gradient replicated previous findings. In speaker categorization, the relative mapping of vowels remained unchanged but sources were shifted towards more posterior and more superior locations. Conclusions These results imply that the N100m reflects the extraction of abstract invariants from the speech signal. This part of the processing is accomplished in auditory areas anterior to AI, which are part of the auditory 'what' system. This network seems to include spatially separable modules for identifying the phonological information and for associating it with a particular speaker that are activated in synchrony but within different regions, suggesting that the 'what' processing can be more adequately modeled by a stream of parallel stages. The relative activation of the parallel processing stages can be modulated by attentional or task demands. PMID:15268765

Shared Processing of Language and Music.

PubMed

Atherton, Ryan P; Chrobak, Quin M; Rauscher, Frances H; Karst, Aaron T; Hanson, Matt D; Steinert, Steven W; Bowe, Kyra L

2018-01-01

The present study sought to explore whether musical information is processed by the phonological loop component of the working memory model of immediate memory. Original instantiations of this model primarily focused on the processing of linguistic information. However, the model was less clear about how acoustic information lacking phonological qualities is actively processed. Although previous research has generally supported shared processing of phonological and musical information, these studies were limited as a result of a number of methodological concerns (e.g., the use of simple tones as musical stimuli). In order to further investigate this issue, an auditory interference task was employed. Specifically, participants heard an initial stimulus (musical or linguistic) followed by an intervening stimulus (musical, linguistic, or silence) and were then asked to indicate whether a final test stimulus was the same as or different from the initial stimulus. Results indicated that mismatched interference conditions (i.e., musical - linguistic; linguistic - musical) resulted in greater interference than silence conditions, with matched interference conditions producing the greatest interference. Overall, these results suggest that processing of linguistic and musical information draws on at least some of the same cognitive resources.

The Stroop effect in English-Japanese bilinguals: the effect of phonological similarity.

PubMed

Sumiya, Hiromi; Healy, Alice F

2008-01-01

English-Japanese bilinguals performed a Stroop color-word interference task with both English and Japanese stimuli and responded in both English and Japanese. The Japanese stimuli were either the traditional color terms (TCTs) written in Hiragana or loanwords (LWs) from English written in Katakana. Both within-language and between-language interference were found for all combinations of stimuli and responses. The between-language interference was larger for Katakana LWs (phonologically similar to English) than for Hiragana TCTs, especially with Japanese responses. The magnitude of this phonological effect increased with self-rated reading fluency in Japanese. Overall responding was slower and the Stroop effect larger with English than with Japanese stimuli. These results suggest that unintentional lexical access elicits automatic phonological processing even with intermediate-level reading proficiency.

The development of phonological skills in late and early talkers

PubMed Central

KEHOE, Margaret; CHAPLIN, Elisa; MUDRY, Pauline; FRIEND, Margaret

2016-01-01

This study examined the relationship between phonological and lexical development in a group of French-speaking children (n=30), aged 29 months. The participants were divided into three sub-groups based on the number of words in their expressive vocabulary : low vocabulary (below the 15th percentile) (<< late-talkers >>) ; average-sized vocabulary (40-60th percentile) (<< middle group >>) and advanced vocabulary (above the 90th percentile) (<< precocious >> or “early talkers”). The phonological abilities (e.g., phonemic inventory, percentage of correct consonants, and phonological processes) of the three groups were compared. The comparison was based on analyses of spontaneous language samples. Most findings were consistent with previous results found in English-speaking children, indicating that the phonological abilities of late talkers are less well developed than those of children with average-sized vocabularies which in turn are less well-developed than those of children with advanced vocabularies. Nevertheless, several phonological measures were not related to vocabulary size, in particular those concerning syllable-final position. These findings differ from those obtained in English. The article finally discusses the clinical implications of the findings for children with delayed language development. PMID:26924855

Explaining lexical-semantic deficits in specific language impairment: the role of phonological similarity, phonological working memory, and lexical competition.

PubMed

Mainela-Arnold, Elina; Evans, Julia L; Coady, Jeffry A

2010-12-01

In this study, the authors investigated potential explanations for sparse lexical-semantic representations in children with specific language impairment (SLI) and typically developing peers. The role of auditory perception, phonological working memory, and lexical competition were investigated. Participants included 32 children (ages 8;5-12;3 [years;months]): Sixteen children with SLI and 16 typically developing age- and nonverbal IQ-matched peers (CA). Children's word definitions were investigated. The words to be defined were manipulated for phonological neighborhood density. Nonword repetition and two lexical competition measures were tested as predictors of word definition abilities. Children with SLI gave word definitions with fewer content details than children in the CA group. Compared with the CA group, the definitions of children in the SLI group were not disproportionately impacted by phonological neighborhood density. Lexical competition was a significant unique predictor of children's word definitions, but nonword repetition was not. Individual differences in richness of lexical semantic representations as well as differences between children with SLI and typically developing peers may-at least, in part-be explained by processes of competition. However, difficulty with auditory perception or phonological working memory does not fully explain difficulties in lexical semantics.

Aberrant N400 responses to phonological overlap during rhyme judgements in children at risk for dyslexia.

PubMed

Noordenbos, Mark W; Segers, Eliane; Wagensveld, Barbara; Verhoeven, Ludo

2013-11-06

It is widely accepted that dyslexia is associated with difficulties in phonological awareness and that rhyme awareness in young children can predict later reading success. However, little is known regarding the underlying phonological mechanisms of rhyme awareness in dyslexia, as rhyme awareness is typically assessed using explicit behavioural measures that represent only the endpoint of processing and often lack phonological distracters. We examined event-related potentials (ERPs) in response to auditory word pairs that differed in phonological overlap during a rhyme judgement task given to 6-year-old beginning readers who were at risk for dyslexia (n=30) and typical-reading age-matched controls (n=29). ERPs were recorded in response to word pairs with various types of phonological overlap, including rhyming (e.g., wall-ball), non-rhyming overlapping (e.g., bell-ball) and non-rhyming unrelated (e.g., sock-ball) word pairs. Both groups of participants exhibited N400 responses for basic rhyme judgements vs. unrelated targets. In the typical-reading controls, the neural responses also differed between the rhyming targets and the non-rhyming overlapping targets, whereas neural responses to these targets were similar in the group of children at risk for dyslexia, indicating difficulties in their ability to process similar-sounding, non-rhyming targets. These findings suggest that typical-reading children solve the rhyme judgement task using a more analytical approach, whereas children who are at risk for dyslexia base their judgments on a comparison of overall sound similarity. © 2013 Elsevier B.V. All rights reserved.

Possible roles for fronto-striatal circuits in reading disorder

PubMed Central

Hancock, Roeland; Richlan, Fabio; Hoeft, Fumiko

2016-01-01

Several studies have reported hyperactivation in frontal and striatal regions in individuals with reading disorder (RD) during reading-related tasks. Hyperactivation in these regions is typically interpreted as a form of neural compensation and related to articulatory processing. Fronto-striatal hyperactivation in RD can however, also arise from fundamental impairment in reading related processes, such as phonological processing and implicit sequence learning relevant to early language acquisition. We review current evidence for the compensation hypothesis in RD and apply large-scale reverse inference to investigate anatomical overlap between hyperactivation regions and neural systems for articulation, phonological processing, implicit sequence learning. We found anatomical convergence between hyperactivation regions and regions supporting articulation, consistent with the proposed compensatory role of these regions, and low convergence with phonological and implicit sequence learning regions. Although the application of large-scale reverse inference to decode function in a clinical population should be interpreted cautiously, our findings suggest future lines of research that may clarify the functional significance of hyperactivation in RD. PMID:27826071

Cross-Linguistic Similarity and Task Demands in Japanese-English Bilingual Processing

PubMed Central

Allen, David B.; Conklin, Kathy

2013-01-01

Even in languages that do not share script, bilinguals process cognates faster than matched noncognates in a range of tasks. The current research more fully explores what underpins the cognate ‘advantage’ in different script bilinguals (Japanese-English). To do this, instead of the more traditional binary cognate/noncognate distinction, the current study uses continuous measures of phonological and semantic overlap, L2 (second language) proficiency and lexical variables (e.g., frequency). An L2 picture naming (Experiment 1) revealed a significant interaction between phonological and semantic similarity and demonstrates that degree of overlap modulates naming times. In lexical decision (Experiment 2), increased phonological similarity (e.g., bus/basu/vs. radio/rajio/) lead to faster response times. Interestingly, increased semantic similarity slowed response times in lexical decision. The studies also indicate how L2 proficiency and lexical variables modulate L2 word processing. These findings are explained in terms of current models of bilingual lexical processing. PMID:24015266

Strategy Choice Mediates the Link between Auditory Processing and Spelling

PubMed Central

Kwong, Tru E.; Brachman, Kyle J.

2014-01-01

Relations among linguistic auditory processing, nonlinguistic auditory processing, spelling ability, and spelling strategy choice were examined. Sixty-three undergraduate students completed measures of auditory processing (one involving distinguishing similar tones, one involving distinguishing similar phonemes, and one involving selecting appropriate spellings for individual phonemes). Participants also completed a modified version of a standardized spelling test, and a secondary spelling test with retrospective strategy reports. Once testing was completed, participants were divided into phonological versus nonphonological spellers on the basis of the number of words they spelled using phonological strategies only. Results indicated a) moderate to strong positive correlations among the different auditory processing tasks in terms of reaction time, but not accuracy levels, and b) weak to moderate positive correlations between measures of linguistic auditory processing (phoneme distinction and phoneme spelling choice in the presence of foils) and spelling ability for phonological spellers, but not for nonphonological spellers. These results suggest a possible explanation for past contradictory research on auditory processing and spelling, which has been divided in terms of whether or not disabled spellers seemed to have poorer auditory processing than did typically developing spellers, and suggest implications for teaching spelling to children with good versus poor auditory processing abilities. PMID:25198787