The Experts below are selected from a list of 738 Experts worldwide ranked by ideXlab platform
Roberto Carrieri - One of the best experts on this subject based on the ideXlab platform.
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from Phonological Recoding to lexical reading a longitudinal study on reading development in italian
Language and Cognitive Processes, 2006Co-Authors: Margherita Orsolini, Rachele Fanari, Valeria Tosi, Barbara De Nigris, Roberto CarrieriAbstract:In this longitudinal study we analyse the early phases of reading development in Italian and explore the transition from Phonological to lexical reading. A group of 28 Italian children was tested in four phases. Language and cognitive skills were first assessed in the preschool. Reading performance was then tested in three different sessions, in grade 1 and 2, using off-line naming tasks. To identify lexical reading we included in our test Italian words that have atypical stress assignment and can be pronounced with fluent prosody only by using lexical look up. Our findings show that Phonological reading develops from aloud conversion of small orthographic units (e.g., single graphemes) to aloud conversion of whole strings. Such development underlies a systematic expansion of lexical reading. Children who deployed lexical reading for a low percentage of words at the end of grade 2 were likely to rely on grapheme by grapheme conversion still at the end of grade 1. Phonological, lexical, visual attention, and orthographic memory skills contribute to the systematic development of lexical reading.
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from Phonological Recoding to lexical reading a longitudinal study on reading development in italian
Language and Cognitive Processes, 2006Co-Authors: Margherita Orsolini, Rachele Fanari, Valeria Tosi, Barbara De Nigris, Roberto CarrieriAbstract:In this longitudinal study we analyse the early phases of reading development in Italian and explore the transition from Phonological to lexical reading. A group of 28 Italian children was tested i...
David L Share - One of the best experts on this subject based on the ideXlab platform.
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orthographic learning Phonological Recoding and self teaching
Advances in Child Development and Behavior, 2008Co-Authors: David L ShareAbstract:Publisher Summary A good deal has been learned about the basic parameters of orthographic learning, but many researchers in this field have observed that less is known about how this learning comes about. The orthographic learning function needs to be systematically mapped for both normal and disabled readers. Most studies to date have understandably used a small number of selected points on the learning curve, and although more exposures tend to elicit stronger outcomes, only a comprehensive mapping effort can determine whether orthographic learning adheres to the standard power function common to a wide variety of skill learning.
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Phonological Recoding and orthographic learning a direct test of the self teaching hypothesis
Journal of Experimental Child Psychology, 1999Co-Authors: David L ShareAbstract:According to the self-teaching hypothesis (Share, 1995), word-specific orthographic representations are acquired primarily as a result of the self-teaching opportunities provided by the Phonological Recoding of novel letter strings. This hypothesis was tested by asking normal second graders to read aloud short texts containing embedded pseudoword targets. Three days later, target spellings were correctly identified more often, named more quickly, and spelled more accurately than alternate homophonic spellings. Experiment 2 examined whether this rapid orthographic learning can be attributed to mere visual exposure to target strings. It was found that viewing the target letter strings under conditions designed to minimize Phonological processing significantly attenuated orthographic learning. Experiment 3 went on to show that this reduced orthographic learning was not attributable to alternative nonPhonological factors (brief exposure durations or decontextualized presentation). The results of a fourth experiment suggested that the contribution of pure visual exposure to orthographic learning is marginal. It was concluded that Phonological Recoding is critical to the acquisition of word-specific orthographic representations as proposed by the self-teaching hypothesis.
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Phonological Recoding and self teaching sine qua non of reading acquisition
Cognition, 1995Co-Authors: David L ShareAbstract:The self-teaching hypothesis proposes that Phonological Recoding functions as a self-teaching mechanism enabling the learner to independently acquire an autonomous orthographic lexicon. Successful decoding encounters with novel letter strings provide opportunities to learn word-specific print-to-meaning connections. Although it may not play a central role in skilled word recognition, Phonological Recoding, by virtue of its self-teaching function, is regarded as critical to successful reading acquisition. This paper elaborates the self-teaching hypothesis proposed by Jorm and Share (1983), and reviews relevant evidence. Key features of Phonological Recoding include an item-based rather than stage-based role in development, the progressive "lexicalization" of the process of Recoding, and the importance of Phonological awareness and contextual information in resolving decoding ambiguity. Although Phonological skills have been shown to be primary in reading acquisition, orthographic processing appears to be an important but secondary source of individual differences. This implies an asymmetrical pattern of dissociations in both developmental and acquired reading disorders. Strong relationships between word recognition, basic Phonological processing abilities and phonemic awareness are also consistent with the self-teaching notion. Finally, it is noted that current models of word recognition (both PDP and dual-route) fail to address the quintessential problem of reading acquisition-independent generation of target pronunciations for novel orthographic strings.
Min Wang - One of the best experts on this subject based on the ideXlab platform.
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orthographic learning via self teaching in chinese the roles of Phonological Recoding context and phonetic and semantic radicals
Journal of Experimental Child Psychology, 2020Co-Authors: Min WangAbstract:Abstract According to the self-teaching hypothesis, children can self-teach new written words via Phonological Recoding—translating written words into their verbal pronunciations. Moreover, learning words in meaningful story contexts supports learning when Phonological Recoding is reduced (e.g., when encountering irregular words). The current study tested the self-teaching hypothesis in Chinese—a non-alphabetic writing system. Native Mandarin-speaking second graders read either 16 stories (story context; n = 33) or word lists (without context; n = 34) under the conditions of allowed Phonological Recoding (reading aloud) or reduced Phonological Recoding (viewing while repeatedly naming a meaningless letter sequence b p m f). Each story and word list included one target pseudo-character consisting of a phonetic radical and a semantic radical providing pronunciation and meaning cues, respectively, for the pseudo-character. The regularity of phonetic radicals of pseudo-characters (regular vs. irregular: providing full vs. no pronunciation cue) and the transparency of semantic radicals of pseudo-characters (transparent vs. opaque: providing complete vs. no meaning cue) were manipulated. The orthographic learning outcomes were measured using the character writing, orthographic choice, naming, and a semantic production task. Our results support a primary role of Phonological Recoding in orthographic learning. Moreover, regular phonetic radicals facilitate phonology–orthography association, whereas transparent semantic radicals support semantic–orthography mapping. In sum, we extended the self-teaching hypothesis to a non-alphabetic writing system and revealed the unique roles of phonetic and semantic radicals in orthographic learning.
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the roles of Phonological Recoding semantic radicals and writing practice in orthographic learning in chinese
Scientific Studies of Reading, 2020Co-Authors: Min WangAbstract:The present study tested the self-teaching hypothesis in orthographic learning in Chinese and examined the roles of semantic radicals and writing practice. Twenty-four Mandarin-speaking third grade...
Margherita Orsolini - One of the best experts on this subject based on the ideXlab platform.
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from Phonological Recoding to lexical reading a longitudinal study on reading development in italian
Language and Cognitive Processes, 2006Co-Authors: Margherita Orsolini, Rachele Fanari, Valeria Tosi, Barbara De Nigris, Roberto CarrieriAbstract:In this longitudinal study we analyse the early phases of reading development in Italian and explore the transition from Phonological to lexical reading. A group of 28 Italian children was tested in four phases. Language and cognitive skills were first assessed in the preschool. Reading performance was then tested in three different sessions, in grade 1 and 2, using off-line naming tasks. To identify lexical reading we included in our test Italian words that have atypical stress assignment and can be pronounced with fluent prosody only by using lexical look up. Our findings show that Phonological reading develops from aloud conversion of small orthographic units (e.g., single graphemes) to aloud conversion of whole strings. Such development underlies a systematic expansion of lexical reading. Children who deployed lexical reading for a low percentage of words at the end of grade 2 were likely to rely on grapheme by grapheme conversion still at the end of grade 1. Phonological, lexical, visual attention, and orthographic memory skills contribute to the systematic development of lexical reading.
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from Phonological Recoding to lexical reading a longitudinal study on reading development in italian
Language and Cognitive Processes, 2006Co-Authors: Margherita Orsolini, Rachele Fanari, Valeria Tosi, Barbara De Nigris, Roberto CarrieriAbstract:In this longitudinal study we analyse the early phases of reading development in Italian and explore the transition from Phonological to lexical reading. A group of 28 Italian children was tested i...
Jerker Ronnberg - One of the best experts on this subject based on the ideXlab platform.
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developmental delays in Phonological Recoding among children and adolescents with down syndrome and williams syndrome
Research in Developmental Disabilities, 2016Co-Authors: Henrik Danielsson, Lucy A Henry, David Messer, Daniel P J Carney, Jerker RonnbergAbstract: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.
