scholarly journals On the causes of compensation for coarticulation: Evidence for phonological mediation

2006 ◽  
Vol 68 (7) ◽  
pp. 1227-1240 ◽  
Author(s):  
Holger Mitterer
Keyword(s):  
Phonological Mediation

Deaf and hearing children's plural noun spelling

2012 ◽  
Vol 65 (11) ◽  
pp. 2169-2192 ◽  
Author(s):  
Helen L. Breadmore ◽  
Andrew C. Olson ◽  
Andrea Krott
Keyword(s):  
Phonological Awareness ◽  
Spoken Language ◽  
Deaf Children ◽  
Spelling Error ◽  
Plural Noun ◽  
Error Analyses ◽  
Combined Use ◽  
Limited Experience ◽  
Hearing Children ◽  
Phonological Mediation

The present study examines deaf and hearing children's spelling of plural nouns. Severe literacy impairments are well documented in the deaf, which are believed to be a consequence of phonological awareness limitations. Fifty deaf (mean chronological age 13;10 years, mean reading age 7;5 years) and 50 reading-age-matched hearing children produced spellings of regular, semiregular, and irregular plural nouns in Experiment 1 and nonword plurals in Experiment 2. Deaf children performed reading-age appropriately on rule-based (regular and semiregular) plurals but were significantly less accurate at spelling irregular plurals. Spelling of plural nonwords and spelling error analyses revealed clear evidence for use of morphology. Deaf children used morphological generalization to a greater degree than their reading-age-matched hearing counterparts. Also, hearing children combined use of phonology and morphology to guide spelling, whereas deaf children appeared to use morphology without phonological mediation. Therefore, use of morphology in spelling can be independent of phonology and is available to the deaf despite limited experience with spoken language. Indeed, deaf children appear to be learning about morphology from the orthography. Education on more complex morphological generalization and exceptions may be highly beneficial not only for the deaf but also for other populations with phonological awareness limitations.

scholarly journals Phonological mediation in visual masked priming: Evidence from phonotactic repair.

2008 ◽  
Vol 34 (1) ◽  
pp. 177-192 ◽  
Author(s):  
Pierre A. Hallé ◽  
Alberto Dominguez ◽  
Fernando Cuetos ◽  
Juan Segui
Keyword(s):  
Masked Priming ◽  
Phonological Mediation

Phonological mediation and the graphemic buffer disorder in spelling: cross-language differences?

Cognition ◽  
1996 ◽  
Vol 59 (2) ◽  
pp. 169-197 ◽  
Author(s):  
María K. Jónsdóttir ◽  
Tim Shallice ◽  
Richard Wise
Keyword(s):  
Language Differences ◽  
Graphemic Buffer ◽  
Cross Language ◽  
Phonological Mediation

scholarly journals A longitudinal study of the effects of syllabic structure on the development of reading and spelling skills in French

1997 ◽  
Vol 18 (4) ◽  
pp. 485-505 ◽  
Author(s):  
Liliane Sprenger-Charolles ◽  
Linda S. Siegel
Keyword(s):  
Longitudinal Study ◽  
Simple Structure ◽  
First Graders ◽  
Complex Structure ◽  
Critical Role ◽  
Short Term ◽  
Phonological Structure ◽  
Central Hypothesis ◽  
Reading And Spelling ◽  
Phonological Mediation

ABSTRACTThe central hypothesis of this study was that phonological mediation plays a critical role in the early development of reading and spelling in French. Therefore, the phonological structure of items, as opposed to their visual characteristics, was expected to be a significant determinant of performance. This hypothesis was tested in a short-term longitudinal study with a group of first graders (N = 57) who were administered a reading and a spelling task involving pseudowords of different syllabic structures. The first prediction was that there would be better performance on pseudowords with a simple structure (CVCVCV) than on pseudowords with a complex structure (CCVCVC or CVCCVC), and that errors on syllables with a complex structure would involve the deletion of codas or the simplification of complex onsets. We also predicted that errors would be consistent with a sonority hierarchy; for example, we expected more deletions of liquids than obstruents in clusters.

The development of phonological mediation in reading comprehension

1990 ◽  
Vol 5 (2) ◽  
pp. 081-104 ◽  
Author(s):  
Veronika Coltheart ◽  
Veronica J. Laxon
Keyword(s):  
Reading Comprehension ◽  
Phonological Mediation

scholarly journals Reading without phonology: ERP evidence from skilled deaf readers of Spanish

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Brendan Costello ◽  
Sendy Caffarra ◽  
Noemi Fariña ◽  
Jon Andoni Duñabeitia ◽  
Manuel Carreiras
Keyword(s):  
Lexical Decision ◽  
Masked Priming ◽  
Reading Process ◽  
Decision Task ◽  
Phonological Coding ◽  
Semantic Categorization ◽  
Skilled Readers ◽  
Deaf Readers ◽  
Phonological Activation ◽  
Phonological Mediation

AbstractReading typically involves phonological mediation, especially for transparent orthographies with a regular letter to sound correspondence. In this study we ask whether phonological coding is a necessary part of the reading process by examining prelingually deaf individuals who are skilled readers of Spanish. We conducted two EEG experiments exploiting the pseudohomophone effect, in which nonwords that sound like words elicit phonological encoding during reading. The first, a semantic categorization task with masked priming, resulted in modulation of the N250 by pseudohomophone primes in hearing but not in deaf readers. The second, a lexical decision task, confirmed the pattern: hearing readers had increased errors and an attenuated N400 response for pseudohomophones compared to control pseudowords, whereas deaf readers did not treat pseudohomophones any differently from pseudowords, either behaviourally or in the ERP response. These results offer converging evidence that skilled deaf readers do not rely on phonological coding during visual word recognition. Furthermore, the finding demonstrates that reading can take place in the absence of phonological activation, and we speculate about the alternative mechanisms that allow these deaf individuals to read competently.

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