The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Jonathan Grainger - One of the best experts on this subject based on the ideXlab platform.
-
what s special about Orthographic Processing further evidence from transposition effects in same different matching
Quarterly Journal of Experimental Psychology, 2019Co-Authors: Maria Ktori, Daisy Bertrand, Jonathan GraingerAbstract:We sought evidence for letter-specific Processing in the same-different matching task by comparing performance to random consonant strings and either strings of symbols (Experiment 1) or strings of digits (Experiment 2). The strings could be aligned horizontally or vertically, and on "different" response trials the to-be-matched strings could differ by the transposition of two adjacent characters or by the substitution of two adjacent characters. Making a "different" response was harder when the difference involved a transposition compared with a substitution-the transposition effect. Crucially, the transposition effect was significantly greater for letters than for symbols or digits when stimuli were aligned horizontally, but did not differ significantly across stimulus type with vertically aligned strings. These results suggest that it is Processing specific to horizontally aligned letter strings, a reading-specific mechanism, that causes the greater transposition effects for letter stimuli in the same-different matching task when stimuli are arranged horizontally.
-
Orthographic Processing a mid level vision of reading the 44th sir frederic bartlett lecture
Quarterly Journal of Experimental Psychology, 2018Co-Authors: Jonathan GraingerAbstract:I will describe how Orthographic Processing acts as a central interface between visual and linguistic Processing during reading, and as such can be considered to be the 'mid-level vision' of reading research. In order to make this case, I first summarize the evidence in favour of letter-based word recognition before examining work investigating how Orthographic similarities among words influence single word reading. I describe how evidence gradually accumulated against traditional measures of Orthographic similarity and the associated theories of Orthographic Processing, forcing a reconsideration of how letter-position information is represented by skilled readers. Then, I present the theoretical framework that was developed to explain these findings, with a focus on the distinction between location-specific and location-invariant Orthographic representations. Finally, I describe work extending this theoretical framework in two main directions: first, to the realm of reading development, with the aim to specify the key changes in the Processing of letters and letter strings that accompany successful learning to read, and second, to the realm of sentence reading, in order to specify how Orthographic information can be processed across several words in parallel, and how skilled readers keep track of which letters belong to which words.
-
Orthographic and phonological Processing in developing readers revealed by ERPs
Psychophysiology, 2016Co-Authors: Marianna D. Eddy, Jonathan Grainger, Phillip J. Holcomb, John D. E. GabrieliAbstract: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.
-
Orthographic Processing deficits in developmental dyslexia: Beyond the ventral visual stream
NeuroImage, 2016Co-Authors: Marianna Boros, Jonathan Grainger, Jean-luc Anton, Catherine Pech-georgel, Marcin Szwed, Johannes C. ZieglerAbstract:Fast effortless reading has been associated with the Visual Word Form Area (VWFA), a region in the ventral visual stream that specializes in the recognition of letter strings. Several neuroimaging studies of dyslexia revealed an underactivation of this region. However, most of these studies used reading tasks and/or were carried out on adults. Given that fluent reading is severely impaired in dyslexics, any underactivation might simply reflect a well-established reading deficit in impaired readers and could be the consequence rather than the cause of dyslexia. Here, we designed a task that does not rely on reading per se but that tapped early visual Orthographic Processing that forms the basis of reading. Dyslexic children aged 8-12 years and age-matched controls were asked to search for letters, digits, and symbols in 5-element strings (Experiment 1). This novel task was complemented by a classic task known to activate the VWFA, namely the passive viewing of pseudowords and falsefonts (Experiment 2). We found that in addition to significant group differences in the VWFA, dyslexic children showed a significant underactivation of the middle occipital gyrus (MOG) relative to the control group. Several areas in the MOG are known for their engagement in visuospatial Processing, and it has been proposed that the MOG is necessary for ordering the symbols in unfamiliar strings. Our results suggest that the VWFA deficit might be secondary to an impairment of visuospatial Processing in the MOG. We argue that efficient Processing in MOG in the course of reading acquisition is critical for the development of effortless fast visual word recognition in the VWFA. (C) 2016 Elsevier Inc. All rights reserved.
-
Orthographic and phonological contributions to reading development tracking developmental trajectories using masked priming
Developmental Psychology, 2014Co-Authors: Johannes C. Ziegler, Daisy Bertrand, Bernard Lete, Jonathan GraingerAbstract: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 transposedletter (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.
Brenda Rapp - One of the best experts on this subject based on the ideXlab platform.
-
high level integrative networks a resting state fmri investigation of reading and spelling
Journal of Cognitive Neuroscience, 2019Co-Authors: Gali Ellenblum, Jeremy J Purcell, Xiaowei Song, Brenda RappAbstract:Orthographic Processing skills (reading and spelling) are evolutionarily recent and mastered late in development, providing an opportunity to investigate how the properties of the neural networks s...
-
beyond the visual word form area the orthography semantics interface in spelling and reading
Cognitive Neuropsychology, 2014Co-Authors: Jeremy J Purcell, Jennifer Shea, Brenda RappAbstract:Lexical Orthographic information provides the basis for recovering the meanings of words in reading and for generating correct word spellings in writing. Research has provided evidence that an area of the left ventral temporal cortex, a subregion of what is often referred to as the visual word form area (VWFA), plays a significant role specifically in lexical Orthographic Processing. The current investigation goes beyond this previous work by examining the neurotopography of the interface of lexical orthography with semantics. We apply a novel lesion mapping approach with three individuals with acquired dysgraphia and dyslexia who suffered lesions to left ventral temporal cortex. To map cognitive processes to their neural substrates, this lesion mapping approach applies similar logical constraints to those used in cognitive neuropsychological research. Using this approach, this investigation: (a) identifies a region anterior to the VWFA that is important in the interface of Orthographic information with s...
-
patterns of brain reorganization subsequent to left fusiform damage fmri evidence from visual Processing of words and pseudowords faces and objects
NeuroImage, 2011Co-Authors: Kyrana Tsapkini, Manuel M Vindiola, Brenda RappAbstract:Little is known about the neural reorganization that takes place subsequent to lesions that affect Orthographic Processing (reading and/or spelling). We report on an fMRI investigation of an individual with a left mid-fusiform resection that affected both reading and spelling (Tsapkini & Rapp, 2010). To investigate possible patterns of functional reorganization, we compared the behavioral and neural activation patterns of this individual with those of a group of control participants for the tasks of silent reading of words and pseudowords and the passive viewing of faces and objects, all tasks that typically recruit the inferior temporal lobes. This comparison was carried out with methods that included a novel application of Mahalanobis distance statistics, and revealed: (1) normal behavioral and neural responses for face and object Processing, (2) evidence of neural reorganization bilaterally in the posterior fusiform that supported normal performance in pseudoword reading and which contributed to word reading (3) evidence of abnormal recruitment of the bilateral anterior temporal lobes indicating compensatory (albeit insufficient) recruitment of mechanisms for circumventing the word reading deficit.
-
the orthography specific functions of the left fusiform gyrus evidence of modality and category specificity
Cortex, 2010Co-Authors: Kyrana Tsapkini, Brenda RappAbstract:Abstract We report on an investigation of the cognitive functions of an individual with a resection of the left fusiform gyrus. This individual and a group of control participants underwent testing to examine the question of whether or not there are neural substrates within the left fusiform gyrus that are dedicated to Orthographic Processing. We evaluated the modality specificity (written vs spoken language) and the category specificity (written language vs other visual categories) of this individual's impairments. The results clearly reveal deficits affecting lexical processes in both reading and spelling. Specifically, we find disruption of normal, rapid access to meaning from print in reading and of accurate retrieval of the spellings of words from their meaning in writing. These deficits stand in striking contrast with intact Processing of spoken language and categories of visual stimuli such as line drawings of objects and faces. The modality and category specificity of the deficits provide clear evidence of neural substrates within the left-mid-fusiform gyrus that are specialized and necessary for normal Orthographic Processing.
Johannes C. Ziegler - One of the best experts on this subject based on the ideXlab platform.
-
Orthographic Processing deficits in developmental dyslexia: Beyond the ventral visual stream
NeuroImage, 2016Co-Authors: Marianna Boros, Jonathan Grainger, Jean-luc Anton, Catherine Pech-georgel, Marcin Szwed, Johannes C. ZieglerAbstract:Fast effortless reading has been associated with the Visual Word Form Area (VWFA), a region in the ventral visual stream that specializes in the recognition of letter strings. Several neuroimaging studies of dyslexia revealed an underactivation of this region. However, most of these studies used reading tasks and/or were carried out on adults. Given that fluent reading is severely impaired in dyslexics, any underactivation might simply reflect a well-established reading deficit in impaired readers and could be the consequence rather than the cause of dyslexia. Here, we designed a task that does not rely on reading per se but that tapped early visual Orthographic Processing that forms the basis of reading. Dyslexic children aged 8-12 years and age-matched controls were asked to search for letters, digits, and symbols in 5-element strings (Experiment 1). This novel task was complemented by a classic task known to activate the VWFA, namely the passive viewing of pseudowords and falsefonts (Experiment 2). We found that in addition to significant group differences in the VWFA, dyslexic children showed a significant underactivation of the middle occipital gyrus (MOG) relative to the control group. Several areas in the MOG are known for their engagement in visuospatial Processing, and it has been proposed that the MOG is necessary for ordering the symbols in unfamiliar strings. Our results suggest that the VWFA deficit might be secondary to an impairment of visuospatial Processing in the MOG. We argue that efficient Processing in MOG in the course of reading acquisition is critical for the development of effortless fast visual word recognition in the VWFA. (C) 2016 Elsevier Inc. All rights reserved.
-
Orthographic and phonological contributions to reading development tracking developmental trajectories using masked priming
Developmental Psychology, 2014Co-Authors: Johannes C. Ziegler, Daisy Bertrand, Bernard Lete, Jonathan GraingerAbstract: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 transposedletter (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.
-
response to comment on Orthographic Processing in baboons papio papio
Science, 2012Co-Authors: Jonathan Grainger, Johannes C. Ziegler, Stephane Dufau, Marie Montant, Joel FagotAbstract:Bains pointed out that some of our nonwords were in fact real words and that an algorithm using only information about single letters and their positions achieves the same level of accuracy as baboons in discriminating words from nonwords. We clarify the operational definition of words and nonwords in our study and point out possible limits of the proposed algorithm.
-
Orthographic Processing in baboons papio papio
Science, 2012Co-Authors: Jonathan Grainger, Johannes C. Ziegler, Stephane Dufau, Marie Montant, Joel FagotAbstract:Skilled readers use information about which letters are where in a word (Orthographic information) in order to access the sounds and meanings of printed words. We asked whether efficient Processing of Orthographic information could be achieved in the absence of prior language knowledge. To do so, we trained baboons to discriminate English words from nonsense combinations of letters that resembled real words. The results revealed that the baboons were using Orthographic information in order to efficiently discriminate words from letter strings that were not words. Our results demonstrate that basic Orthographic Processing skills can be acquired in the absence of preexisting linguistic representations.
-
a dual route approach to Orthographic Processing
Frontiers in Psychology, 2011Co-Authors: Jonathan Grainger, Johannes C. ZieglerAbstract:In the present theoretical note we examine how different learning constraints, thought to be involved in optimizing the mapping of print to meaning during reading acquisition, might shape the nature of the Orthographic code involved in skilled reading. On the one hand, optimization is hypothesized to involve selecting combinations of letters that are the most informative with respect to word identity (diagnosticity constraint), and on the other hand to involve the detection of letter combinations that correspond to pre-existing sublexical phonological and morphological representations (chunking constraint). These two constraints give rise to two different kinds of prelexical Orthographic code, a coarse-grained and a fine-grained code, associated with the two routes of a dual-route architecture. Processing along the coarse-grained route optimizes fast access to semantics by using minimal subsets of letters that maximize information with respect to word identity, while coding for approximate within-word letter position independently of letter contiguity. Processing along the fined-grained route, on the other hand, is sensitive to the precise ordering of letters, as well as to position with respect to word beginnings and endings. This enables the chunking of frequently co-occurring contiguous letter combinations that form relevant units for morpho-Orthographic Processing (prefixes and suffixes) and for the sublexical translation of print to sound (multi-letter graphemes).
Elena L Grigorenko - One of the best experts on this subject based on the ideXlab platform.
-
Orthographic Processing is a key predictor of reading fluency in good and poor readers in a transparent orthography
Contemporary Educational Psychology, 2019Co-Authors: Natalia Rakhlin, Claudia Cardosomartins, Elena L Grigorenko, Catalina Mourgues, Alexander N KornevAbstract:Abstract We used structural equation modeling to investigate sources of individual differences in oral reading fluency in a transparent orthography, Russian. Phonological Processing, Orthographic Processing, and rapid automatized naming were used as independent variables, each derived from a combination of two scores: phonological awareness and pseudoword repetition, spelling and Orthographic choice, and rapid serial naming of letters and digits, respectively. The contribution of these to oral text-reading fluency was evaluated as a direct relationship and via two mediators, decoding accuracy and unitized reading, measured with a single-word oral reading test. The participants were “good” and “poor” readers, i.e., those with reading skills above the 90th and below the 10th percentiles (n = 1344, grades 2–6, St. Petersburg, Russia). In both groups, Orthographic Processing skills significantly contributed to fluency and unitized reading, but not to decoding accuracy. Phonological Processing skills did not contribute directly to reading fluency in either group, while contributing to decoding accuracy and, to a lesser extent, to unitized reading. With respect to the roles of decoding accuracy and unitized reading, the results for good and poor readers diverged: in good readers, unitized reading, but not decoding accuracy, was significantly related to reading fluency. For poor readers, decoding accuracy (measured as pseudoword decoding) was related to reading fluency, but unitized reading was not. These results underscore the importance of Orthographic skills for reading fluency even in an orthography with consistent phonology-to-orthography correspondences. They also point to a qualitative difference in the reading strategies of good and poor readers.
-
phonemic awareness is a more important predictor of Orthographic Processing than rapid serial naming evidence from russian
Scientific Studies of Reading, 2014Co-Authors: Natalia Rakhlin, Claudia Cardosomartins, Elena L GrigorenkoAbstract:We studied the relationship between rapid serial naming (RSN) and Orthographic Processing in Russian, an asymmetrically transparent orthography. Ninety-six students (M age = 13.73) completed tests of word and pseudoword reading fluency, spelling, Orthographic choice, phonological choice, phoneme awareness (PA), and RSN. PA was a better predictor of Orthographic skills and pseudoword reading accuracy than RSN, which accounted for more variance in word and pseudoword reading fluency. Controlling for pseudoword reading fluency washed out RSN’s contribution to word reading fluency. These results extend previous findings questioning the role of RSN as an index of Orthographic Processing skills and support the idea that RSN taps into automaticity/efficiency of Processing print-sound mappings.
Helene S Deacon - One of the best experts on this subject based on the ideXlab platform.
-
Orthographic Processing and children s word reading
Applied Psycholinguistics, 2019Co-Authors: Helene S Deacon, Adrian Pasquarella, Eva Marinus, Talisa Tims, Anne CastlesAbstract:Theories of reading development generally agree that, in addition to phonological decoding, some kind of Orthographic Processing skill underlies the ability to learn to read words. However, there is a lack of clarity as to which aspect(s) of Orthographic Processing are key in reading development. We test here whether this is Orthographic knowledge and/or Orthographic learning. Whereas Orthographic knowledge has been argued to reflect a child’s existing store of Orthographic representations, Orthographic learning is concerned with the ability to form these representations. In a longitudinal study of second- and third-grade students, we evaluate the relations between these two aspects of Orthographic Processing and word-reading outcomes. The results of our analyses show that variance captured by Orthographic knowledge overlaps with that of word reading, to the point that they form a single latent word-reading factor. In contrast, Orthographic learning is distinctive from this factor. Further, structural equation modeling demonstrates that early Orthographic learning was related to gains in word reading skills. We discuss the implications of these findings for theories of word-reading development.
-
the relation between Orthographic Processing and spelling in grade 1 french immersion children
Journal of Research in Reading, 2018Co-Authors: Sheila Cira Chung, Xi Chen, Helene S DeaconAbstract:This study investigates the within- and cross-language relations between Orthographic Processing and spelling for children learning to read in languages that share the same Roman script: namely, English and French. We examined these relations in a group of 152 children attending grade 1 in a French immersion program. Measures of English and French lexical Orthographic Processing (e.g., dream-dreem; jaune-jeaune) as well as English and French spelling were administered. Control measures included nonverbal ability, English phonological awareness, as well as rapid automatised naming, vocabulary, and word reading in English and French. We found a within-language relation between Orthographic Processing and spelling in each of English and French. Cross-language transfer from French Orthographic Processing to English spelling was also observed; there were no relations in the other direction. Our results suggest that Orthographic Processing is important for spelling development among bilingual children learning English and French. What is already known about this topic: Orthographic Processing plays an important role in monolingual children's word reading and spelling Orthographic Processing in one language is significantly related to word reading in the other language in bilingual children who are acquiring languages that share the same script The extent to which Orthographic Processing is related to spelling is not clear in bilingual children What this paper adds: Orthographic Processing contributes to spelling within English and French in a novel group of bilingual children in French immersion Orthographic Processing in French transfers to spelling in English The direction of cross-language transfer of Orthographic Processing to spelling occurs from the more consistent orthography to the less consistent one Implications for theory, policy, or practice: Cross-language transfer of Orthographic Processing may be due to shared Orthographic structures and common underlying processes involved in extracting Orthographic information in English and French The educational context in which second language is acquired may play an important role in spelling development in both English and French French immersion educators should highlight similarities in Orthographic conventions in English and French during literacy instruction to facilitate spelling development
-
the development of Orthographic Processing skills in children in early french immersion programs
Written Language and Literacy, 2014Co-Authors: Eva Commissaire, Xi Chen, Adrian Pasquarella, Helene S DeaconAbstract:Children learning to read in two languages are faced with Orthographic features from both languages, either unique to a language or similar across languages. In the present study, we examined how children develop Orthographic Processing skills over time (from grade 1 to grade 2) with a sample of Canadian children attending a French immersion program and we investigated the underlying factor structure of Orthographic skills across English and French. Two Orthographic Processing tasks were administered in both languages: lexical Orthographic Processing (e.g. choose the correct spelling from people–peeple) and sub-lexical Orthographic Processing (e.g. which is the more word-like vaid–vayd?), which included both language-specific and language-shared Orthographic regularities. Children’s performances in sub-lexical tasks increased with grade but were comparable across languages. Further, evidence for a one factor model including all measures suggested that there is a common underlying Orthographic Processing skill that cuts across measurement and language variables.
-
beyond language borders Orthographic Processing and word reading in spanish english bilinguals
Journal of Research in Reading, 2013Co-Authors: Helene S Deacon, Xi Chen, Yang Luo, Gloria RamirezAbstract:We present the results of an empirical test of the hypothesis that transfer of Orthographic Processing to reading occurs when the scripts under acquisition are written with the same unit (specifically, the same alphabet). We tested 97 Spanish–English bilingual children in Grades 4 and 7. We measured mother's education level, verbal and nonverbal abilities, rapid automatised naming and phonological awareness as control variables, as well as Orthographic Processing and reading in both of the children's languages. First, there was a relationship between Orthographic Processing and reading within both English and Spanish reading, a finding that is novel for the more transparent script of Spanish. Second, Orthographic Processing assessed in Spanish was related to English reading, even after substantive controls. This pattern of results offers support for the idea that Orthographic Processing transfers to reading across languages, when the scripts are written with the same unit.
-
sounds letters and meanings the independent influences of phonological morphological and Orthographic skills on early word reading accuracy
Journal of Research in Reading, 2012Co-Authors: Helene S DeaconAbstract:This study was designed to examine the independent contributions of phonological awareness, Orthographic Processing and morphological awareness on early word reading. English-speaking children in Grades 1 and 3 completed measures of these three constructs, as well as standardised measures of real and pseudoword reading and of vocabulary. Each of the three reading-related variables made an independent contribution to both real and pseudoword reading. Independent contributions of phonological awareness (7–17%) were consistently larger than those of Orthographic Processing (5–10%) or of morphological awareness (1–2%). In terms of differences between the grades, there was particular evidence of an increase in greater contribution of Orthographic Processing to pseudoword reading at Grade 3 than at Grade 1. These findings are discussed in light of current models of reading development.
