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Johannes C. Ziegler - One of the best experts on this subject based on the ideXlab platform.
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Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models
Current Directions in Psychological Science, 2020Co-Authors: Johannes C. Ziegler, Conrad Perry, Marco ZorziAbstract:How do children learn to read? How do deficits in various components of the Reading network affect learning outcomes? How does remediating one or several components change Reading performance? In this article, we summarize what is known about learning to read and how this can be formalized in a Developmentally plausible computational model of Reading acquisition. The model is used to understand normal and impaired Reading Development (dyslexia). In particular, we show that it is possible to simulate individual learning trajectories and intervention outcomes on the basis of three component skills: orthography, phonology, and vocabulary. We therefore advocate a multifactorial computational approach to understanding Reading that has practical implications for dyslexia and intervention.
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A Vision of Reading
Trends in Cognitive Sciences, 2016Co-Authors: Jonathan Grainger, Stéphane Dufau, Johannes C. ZieglerAbstract:Different fields of research within the cognitive sciences have investigated basic processes in Reading, but progress has been hampered by limited cross-fertilization. We propose a theoretical framework aimed at facilitating integration of findings obtained via these different approaches with respect to the impact of visual factors on Reading. We describe a specialized system for parallel letter processing that assigns letter identities to different locations along the horizontal meridian within the limits imposed by visual acuity and crowding. Spatial attention is used to set up this system during Reading Development, and difficulty in doing so has repercussions in terms of efficient translation of the orthographic code into its phonological counterpart, and fast access to semantics from print.
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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.
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modelling Reading Development through phonological decoding and self teaching implications for dyslexia
Philosophical Transactions of the Royal Society B, 2014Co-Authors: Johannes C. Ziegler, Conrad Perry, Marco ZorziAbstract:The most influential theory of learning to read is based on the idea that children rely on phonological decoding skills to learn novel words. According to the self-teaching hypothesis, each successful decoding encounter with an unfamiliar word provides an opportunity to acquire word-specific orthographic information that is the foundation of skilled word recognition. Therefore, phonological decoding acts as a self-teaching mechanism or ‘built-in teacher’. However, all previous connectionist models have learned the task of Reading aloud through exposure to a very large corpus of spelling–sound pairs, where an ‘external’ teacher supplies the pronunciation of all words that should be learnt. Such a supervised training regimen is highly implausible. Here, we implement and test the Developmentally plausible phonological decoding self-teaching hypothesis in the context of the connectionist dual process model. In a series of simulations, we provide a proof of concept that this mechanism works. The model was able to acquire word-specific orthographic representations for more than 25 000 words even though it started with only a small number of grapheme–phoneme correspondences. We then show how visual and phoneme deficits that are present at the outset of Reading Development can cause dyslexia in the course of Reading Development.
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Evidence for multiple routes in learning to read
Cognition, 2012Co-Authors: Jonathan Grainger, Bernard Lete, Stéphane Dufau, Daisy Bertand, Johannes C. ZieglerAbstract:We describe a multiple-route model of Reading Development in which coarse-grained orthographic processing plays a key role in optimizing access to semantics via whole-word orthographic representations. This forms part of the direct orthographic route that gradually replaces phonological recoding during the initial phases of Reading acquisition. The model predicts distinct Developmental trajectories for pseudo-homophone and transposed-letter effects - two benchmark phenomena associated with phonological recoding and coarse-grained orthographic processing, respectively. Pseudo-homophone effects should decrease over the first years of Reading acquisition, whereas transposed-letter effects should initially increase. These predictions were tested in a lexical decision task with 334 children in grades 1-5, and 29 skilled adult readers. In line with the predictions, we found that the pseudo-homophone effect diminished as Reading level increased, whereas the transposed-letter effect first increased and then diminished. (C) 2012 Elsevier B.V. All rights reserved.
Margaret J Snowling - One of the best experts on this subject based on the ideXlab platform.
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the home literacy environment as a predictor of the early literacy Development of children at family risk of dyslexia
Scientific Studies of Reading, 2016Co-Authors: Lorna Hamilton, Charles Hulme, Marianna E Hayiouthomas, Margaret J SnowlingAbstract:The home literacy environment (HLE) predicts language and Reading Development in typically developing children; relatively little is known about its association with literacy Development in children at family-risk of dyslexia. We assessed the HLE at age 4 years, precursor literacy skills at age 5, and literacy outcomes at age 6, in a sample of children at family-risk of dyslexia (n = 116) and children with no known risk (n = 72). Developmental relationships between the HLE and literacy were comparable between the groups; an additional effect of storybook exposure on phoneme awareness was observed in the family-risk group only. The effects of socioeconomic status on literacy were partially mediated by variations in the HLE; in turn, effects of the HLE on literacy were mediated by precursor skills (oral language, phoneme awareness, and emergent decoding) in both groups. Findings are discussed in terms of possible gene–environment correlation mechanisms underpinning atypical literacy Development.
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Effects of orthographic consistency on eye movement behavior: German and English children and adults process the same words differently
Journal of Experimental Child Psychology, 2014Co-Authors: Kristina Moll, Margaret J Snowling, Karin LanderlAbstract:Abstract The current study investigated the time course of cross-linguistic differences in word recognition. We recorded eye movements of German and English children and adults while Reading closely matched sentences, each including a target word manipulated for length and frequency. Results showed differential word recognition processes for both developing and skilled readers. Children of the two orthographies did not differ in terms of total word processing time, but this equal outcome was achieved quite differently. Whereas German children relied on small-unit processing early in word recognition, English children applied small-unit decoding only upon reReading—possibly when experiencing difficulties in integrating an unfamiliar word into the sentence context. Rather unexpectedly, cross-linguistic differences were also found in adults in that English adults showed longer processing times than German adults for nonwords. Thus, although orthographic consistency does play a major role in Reading Development, cross-linguistic differences are detectable even in skilled adult readers.
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Reading in an alphasyllabary implications for a language universal theory of learning to read
Scientific Studies of Reading, 2012Co-Authors: Margaret J SnowlingAbstract:We report the associations between phonological awareness and orthographic knowledge in readers of alphasyllabic Kannada. Less fluent 9- to 12-year-olds with lower orthographic knowledge were at floor on phoneme tasks, but more fluent readers, with greater orthographic knowledge, showed significant phonemic awareness. Orthographic knowledge, phoneme awareness, and RAN were independent predictors of Reading rate and, together with syllable awareness, predicted individual differences in Reading accuracy. Taken together, we suggest that increasing alphasyllabic literacy promotes a dual representation at the syllable and phoneme level and that the analytic processes involved in acquiring orthographic knowledge and mappings with phonology are a universal aspect of Reading Development across languages.
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beyond phonological skills broader language skills contribute to the Development of Reading
Journal of Research in Reading, 2004Co-Authors: Kate Nation, Margaret J SnowlingAbstract:This paper reports a study that followed the Development of Reading skills in 72 children from the age of 8.5 to 13 years. Each child was administered tests of Reading, oral language, phonological skills and nonverbal ability at time 1 and their performance on tests of Reading comprehension, word recognition, nonword decoding and exception word Reading was assessed at time 2. In addition to phonological skills, three measures of non-phonological oral language tapping vocabulary knowledge and listening comprehension were unique concurrent predictors of both Reading comprehension and word recognition at time 1. Importantly, all three measures of oral language skill also contributed unique variance to individual differences in Reading comprehension, word recognition and exception word Reading four and a half years later, even when the autoregressive effects of early Reading skill were controlled. Moreover, the extent to which a child's word recognition departed from the level predicted from their decoding ability correlated with their oral language skills. These findings suggest that children's oral language proficiency, as well as their phonological skills, influences the course of Reading Development.
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phonemes rimes vocabulary and grammatical skills as foundations of early Reading Development evidence from a longitudinal study
Developmental Psychology, 2004Co-Authors: Valerie Muter, Charles Hulme, Margaret J Snowling, Jim StevensonAbstract:The authors present the results of a 2-year longitudinal study of 90 British children beginning at school entry when they were 4 years 9 months old (range = 4 years 2 months to 5 years 2 months). The relationships among early phonological skills, letter knowledge, grammatical skills, and vocabulary knowledge were investigated as predictors of word recognition and Reading comprehension. Word recognition skills were consistently predicted by earlier measures of letter knowledge and phoneme sensitivity (but not by vocabulary knowledge, rhyme skills, or grammatical skills). In contrast, Reading comprehension was predicted by prior word recognition skills, vocabulary knowledge, and grammatical skills. The results are related to current theories about the role of phonological, grammatical, and vocabulary skills in the Development of early Reading skills.
Marco Zorzi - One of the best experts on this subject based on the ideXlab platform.
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Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models
Current Directions in Psychological Science, 2020Co-Authors: Johannes C. Ziegler, Conrad Perry, Marco ZorziAbstract:How do children learn to read? How do deficits in various components of the Reading network affect learning outcomes? How does remediating one or several components change Reading performance? In this article, we summarize what is known about learning to read and how this can be formalized in a Developmentally plausible computational model of Reading acquisition. The model is used to understand normal and impaired Reading Development (dyslexia). In particular, we show that it is possible to simulate individual learning trajectories and intervention outcomes on the basis of three component skills: orthography, phonology, and vocabulary. We therefore advocate a multifactorial computational approach to understanding Reading that has practical implications for dyslexia and intervention.
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modelling Reading Development through phonological decoding and self teaching implications for dyslexia
Philosophical Transactions of the Royal Society B, 2014Co-Authors: Johannes C. Ziegler, Conrad Perry, Marco ZorziAbstract:The most influential theory of learning to read is based on the idea that children rely on phonological decoding skills to learn novel words. According to the self-teaching hypothesis, each successful decoding encounter with an unfamiliar word provides an opportunity to acquire word-specific orthographic information that is the foundation of skilled word recognition. Therefore, phonological decoding acts as a self-teaching mechanism or ‘built-in teacher’. However, all previous connectionist models have learned the task of Reading aloud through exposure to a very large corpus of spelling–sound pairs, where an ‘external’ teacher supplies the pronunciation of all words that should be learnt. Such a supervised training regimen is highly implausible. Here, we implement and test the Developmentally plausible phonological decoding self-teaching hypothesis in the context of the connectionist dual process model. In a series of simulations, we provide a proof of concept that this mechanism works. The model was able to acquire word-specific orthographic representations for more than 25 000 words even though it started with only a small number of grapheme–phoneme correspondences. We then show how visual and phoneme deficits that are present at the outset of Reading Development can cause dyslexia in the course of Reading Development.
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do current connectionist learning models account for Reading Development in different languages
Cognition, 2004Co-Authors: Florian Hutzler, Johannes C. Ziegler, Conrad Perry, Heinz Wimmer, Marco ZorziAbstract:Learning to read a relatively irregular orthography, such as English, is harder and takes longer than learning to read a relatively regular orthography, such as German. At the end of grade 1, the difference in Reading performance on a simple set of words and nonwords is quite dramatic. Whereas children using regular orthographies are already close to ceiling, English children read only about 40% of the words and nonwords correctly. It takes almost 4 years for English children to come close to the Reading level of their German peers. In the present study, we investigated to what extent recent connectionist learning models are capable of simulating this cross-language learning rate effect as measured by nonword decoding accuracy. We implemented German and English versions of two major connectionist Reading models, Plaut et al.'s (Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word Reading: computational principles in quasi-regular domains. Psychological Review, 103, 56-115) parallel distributed model and Zorzi et al.'s (Zorzi, M., Houghton, G., & Butterworth, B. (1998a). Two routes or one in Reading aloud? A connectionist dual-process model. Journal of Experimental Psychology: Human Perception and Performance, 24, 1131-1161); two-layer associative network. While both models predicted an overall advantage for the more regular orthography (i.e. German over English), they failed to predict that the difference between children learning to read regular versus irregular orthographies is larger earlier on. Further investigations showed that the two-layer network could be brought to simulate the cross-language learning rate effect when cross-language differences in teaching methods (phonics versus whole-word approach) were taken into account. The present work thus shows that in order to adequately capture the pattern of Reading acquisition displayed by children, current connectionist models must not only be sensitive to the statistical structure of spelling-to-sound relations but also to the way Reading is taught in different countries.
Usha Goswami - One of the best experts on this subject based on the ideXlab platform.
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phonological awareness vocabulary and Reading in deaf children with cochlear implants
Journal of Speech Language and Hearing Research, 2010Co-Authors: Carol Johnson, Usha GoswamiAbstract:Purpose To explore the phonological awareness skills of deaf children with cochlear implants (CIs) and relationships with vocabulary and Reading Development. Method Forty-three deaf children with i...
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the Development of Reading across languages
Annals of the New York Academy of Sciences, 2008Co-Authors: Usha GoswamiAbstract:A selective review is presented of empirical evidence from different languages concerning phonological Development and Reading Development in children. It is demonstrated that the Development of Reading depends on phonological awareness in all languages so far studied. However, because languages vary in syllable structure and in the consistency with which phonology is represented by the orthography, there are Developmental differences in the grain size of lexical representations and in the Reading strategies that develop across languages. It is argued that these cross-language data can be explained by a psycholinguistic grain size theory of Reading and its Development, as proposed by Ziegler and Goswami.
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phonology Reading Development and dyslexia a cross linguistic perspective
Annals of Dyslexia, 2002Co-Authors: Usha GoswamiAbstract:In this paper, I present a theoretical overview at the cognitive level of the role of phonological awareness in Reading Development and Developmental dyslexia across languages. My assumption is that the primary deficit in Developmental dyslexia in all languages lies in representing speech sounds: a deficit in “phonological representation.” I will argue that this deficit manifests in somewhat different ways, depending on orthography. I will also argue that the phonological deficit in dyslexia is initially at the syllable and onset-rime levels of phonological awareness, with the Development of “phonemic” awareness being a consequence rather than a precursor of Reading. Finally, I will suggest that some of the processes underpinning language acquisition are disrupted in dyslexia, in particular, the detection of rhythm in speech.
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phonological awareness of syllables rhymes and phonemes in deaf children
Journal of Child Psychology and Psychiatry, 2000Co-Authors: Abram Sterne, Usha GoswamiAbstract:Phonological awareness is important for Reading Development in hearing children, in whom it develops at the three consecutive levels of the syllable, rhyme, and phoneme. Deaf children typically have literacy difficulties, and previous research has been equivocal about whether deaf children can develop phonological awareness. Three experiments are presented that investigate the phonological skills of deaf children (mean age 11 years) at the three linguistic levels of syllable, rhyme, and phoneme. The first experiment showed that deaf children's syllable awareness can be equivalent to that of chronological age-matched hearing controls. In the second experiment, deaf children's ability to make rhyme judgements was above chance, but poorer than that of younger Reading-matched hearing controls. The third experiment showed that deaf children could phonologically recode nonsense words at a level above chance, suggesting that they could draw on phonemic skills in certain conditions. We conclude that deaf children can develop phonological awareness, but that their phonological skills lag those of hearing children and may develop in different ways. Differences between our tasks and those used in other studies are discussed.
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phonological representations Reading Development and dyslexia towards a cross linguistic theoretical framework
Dyslexia, 2000Co-Authors: Usha GoswamiAbstract:This paper attempts to integrate recent research findings in phonological Development, Reading Development and dyslexia into a coherent theoretical framework that can provide a Developmental account of Reading and Reading difficulties across languages. It is proposed that the factors governing phonological Development across languages are similar, but that important differences in the speed and level of phonological Development are found following the acquisition of alphabetic literacy. The causal framework offered is at the level of a cognitive model, which may prove useful in organizing future cross-linguistic Developmental work. Copyright © 2000 John Wiley & Sons, Ltd.
Jonathan Grainger - One of the best experts on this subject based on the ideXlab platform.
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Attention extends beyond single words in beginning readers
Attention Perception & Psychophysics, 2020Co-Authors: Joshua Snell, Jonathan Grainger, Christophe Cauchi, Bernard LeteAbstract:A common notion is that during the first stages of learning to read, attention is narrowly focused so as to encompass only a single or a few letters. In skilled adult readers, however, attention extends beyond single words. The latter is evidenced by faster recognition of words that have many letters in common with surrounding words, along with correlations between such integration effects and measures of attention. These premises suggest that the distribution of attention gradually increases as a function of Reading skill, and that this progression can be mapped by measuring spatial integration effects across the course of Reading Development. The latter was undertaken in the present study, in which we employed the flanker paradigm combined with the lexical decision task. Children in grades 1―6 (N = 113) were shown central target words flanked by various types of orthographically related and unrelated flanking stimuli. Against expectations, significant effects of flanker relatedness on word recognition speed were found in the youngest children, and this effect was not modulated by Reading age. Our results challenge the notion that attention is focused on single letters in beginning readers, and instead suggest that, from the earliest stages of Reading Development, orthographic processing can extend beyond single words.
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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.
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A Vision of Reading
Trends in Cognitive Sciences, 2016Co-Authors: Jonathan Grainger, Stéphane Dufau, Johannes C. ZieglerAbstract:Different fields of research within the cognitive sciences have investigated basic processes in Reading, but progress has been hampered by limited cross-fertilization. We propose a theoretical framework aimed at facilitating integration of findings obtained via these different approaches with respect to the impact of visual factors on Reading. We describe a specialized system for parallel letter processing that assigns letter identities to different locations along the horizontal meridian within the limits imposed by visual acuity and crowding. Spatial attention is used to set up this system during Reading Development, and difficulty in doing so has repercussions in terms of efficient translation of the orthographic code into its phonological counterpart, and fast access to semantics from print.
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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.
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Evidence for multiple routes in learning to read
Cognition, 2012Co-Authors: Jonathan Grainger, Bernard Lete, Stéphane Dufau, Daisy Bertand, Johannes C. ZieglerAbstract:We describe a multiple-route model of Reading Development in which coarse-grained orthographic processing plays a key role in optimizing access to semantics via whole-word orthographic representations. This forms part of the direct orthographic route that gradually replaces phonological recoding during the initial phases of Reading acquisition. The model predicts distinct Developmental trajectories for pseudo-homophone and transposed-letter effects - two benchmark phenomena associated with phonological recoding and coarse-grained orthographic processing, respectively. Pseudo-homophone effects should decrease over the first years of Reading acquisition, whereas transposed-letter effects should initially increase. These predictions were tested in a lexical decision task with 334 children in grades 1-5, and 29 skilled adult readers. In line with the predictions, we found that the pseudo-homophone effect diminished as Reading level increased, whereas the transposed-letter effect first increased and then diminished. (C) 2012 Elsevier B.V. All rights reserved.
