The role of positional information during reading in children and adults
The role of positional information during reading in children and adults
Despite a large body of evidence investigating how letter-position information is encoded during lexical-processing during both isolated-word and reading paradigms, it is still not clear whether the mechanism to encode letter-position information is modulated by age and/or reading ability. The aim of the present research was to investigate developmental changes in letter-position encoding during reading. The first experiment investigated the influence of letter-position encoding on the time course of lexical and post-lexical processing during reading. It examined whether the prior exposure of a word’s transposed-letter neighbour (TLN) earlier in the same sentence interfered with that word identification in skilled-adult-readers. Results showed that in skilled-readers, TLNs caused a target words’ misidentification, triggering post-lexical strategies of checking. The second experiment investigated whether children extracted letter-position information independently from letter-identity information from the parafovea as adults do. Results showed that although children had longer reading times overall than adults, both adults and children pre-processed orthographic information from the parafovea and encoded letter-position information using a spatial coding mechanism. Finally, the third experiment examined whether children’s reading ability influenced letter-position encoding during lexical-processing in reading. Adults, skilled and less-skilled child readers read sentences with words containing two letters-transposed (positions 1&2, 1&3 and 2&3). Results showed that words with transposed-letters in position 13 caused the most disruption to reading, while words with transposed-letters in position 23 caused the least disruption to reading in both adults and skilled child readers. Less skilled child readers showed that although they showed disruption when identifying transposed-letters nonwords, the cost did not vary systematically depending on the letter-position. This suggests that less skilled child readers with fewer, high-quality lexical representations were activating phonological codes for word identification via the fine-grained route. In contrast, both adults and skilled child readers with more, high quality lexical representations were activating orthographic codes for word identification via the coarse-grained route.
Pagan Camacho, Ascension
ff2ad091-3c6d-421c-a6c1-9e9c8122952e
December 2015
Pagan Camacho, Ascension
ff2ad091-3c6d-421c-a6c1-9e9c8122952e
Liversedge, Simon
3ebda3f3-d930-4f89-85d5-5654d8fe7dee
Pagan Camacho, Ascension
(2015)
The role of positional information during reading in children and adults.
University of Southampton, School of Psychology, Doctoral Thesis, 216pp.
Record type:
Thesis
(Doctoral)
Abstract
Despite a large body of evidence investigating how letter-position information is encoded during lexical-processing during both isolated-word and reading paradigms, it is still not clear whether the mechanism to encode letter-position information is modulated by age and/or reading ability. The aim of the present research was to investigate developmental changes in letter-position encoding during reading. The first experiment investigated the influence of letter-position encoding on the time course of lexical and post-lexical processing during reading. It examined whether the prior exposure of a word’s transposed-letter neighbour (TLN) earlier in the same sentence interfered with that word identification in skilled-adult-readers. Results showed that in skilled-readers, TLNs caused a target words’ misidentification, triggering post-lexical strategies of checking. The second experiment investigated whether children extracted letter-position information independently from letter-identity information from the parafovea as adults do. Results showed that although children had longer reading times overall than adults, both adults and children pre-processed orthographic information from the parafovea and encoded letter-position information using a spatial coding mechanism. Finally, the third experiment examined whether children’s reading ability influenced letter-position encoding during lexical-processing in reading. Adults, skilled and less-skilled child readers read sentences with words containing two letters-transposed (positions 1&2, 1&3 and 2&3). Results showed that words with transposed-letters in position 13 caused the most disruption to reading, while words with transposed-letters in position 23 caused the least disruption to reading in both adults and skilled child readers. Less skilled child readers showed that although they showed disruption when identifying transposed-letters nonwords, the cost did not vary systematically depending on the letter-position. This suggests that less skilled child readers with fewer, high-quality lexical representations were activating phonological codes for word identification via the fine-grained route. In contrast, both adults and skilled child readers with more, high quality lexical representations were activating orthographic codes for word identification via the coarse-grained route.
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Final thesis - A Pagan Camacho_2015.pdf
- Author's Original
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Published date: December 2015
Organisations:
University of Southampton, Psychology
Identifiers
Local EPrints ID: 389710
URI: http://eprints.soton.ac.uk/id/eprint/389710
PURE UUID: 8506e422-4f7a-4fbc-9768-4d1d7c41a45f
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Date deposited: 15 Mar 2016 11:30
Last modified: 14 Mar 2024 23:08
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Contributors
Author:
Ascension Pagan Camacho
Thesis advisor:
Simon Liversedge
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