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Variations in the use of simple and context-sensitive grapheme-phoneme correspondences in English and German developing readers.
Schmalz, Xenia; Robidoux, Serje; Castles, Anne; Marinus, Eva.
Afiliación
  • Schmalz X; Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital, Ludwig-Maximilians-University, Munich, Germany. xenia.schmalz@gmail.com.
  • Robidoux S; Department of Cognitive Science, Macquarie University, Sydney, Australia. xenia.schmalz@gmail.com.
  • Castles A; Department of Cognitive Science, Macquarie University, Sydney, Australia.
  • Marinus E; Macquarie University Centre for Reading (MQCR), Sydney, Australia.
Ann Dyslexia ; 70(2): 180-199, 2020 07.
Article en En | MEDLINE | ID: mdl-31955322
Learning to read in most alphabetic orthographies requires not only the acquisition of simple grapheme-phoneme correspondences (GPCs) but also the acquisition of context-sensitive GPCs, where surrounding letters change a grapheme's pronunciation. We aimed to explore the use and development of simple GPCs (e.g. a ➔ /æ/) and context-sensitive GPCs (e.g. [w]a ➔ /ɔ/, as in "swan" or a[l][d] ➔ /o:/, as in "bald") in pseudoword reading. Across three experiments, English- and German-speaking children in grades 2-4 read aloud pseudowords, where vowel graphemes had different pronunciations according to different contexts (e.g. "hact", "wact", "hald"). First, we found that children use context-sensitive GPCs from grade 2 onwards, even when they are not explicitly taught. Second, we used a mathematical optimisation procedure to assess whether children's vowel responses can be described by assuming that they rely on a mix of simple and context-sensitive GPCs. While the approach works well for German adults (Schmalz et al. in Journal of Cognitive Psychology, 26, 831-852, 2014), we found poor model fits for both German- and English-speaking children. Additional analyses using an entropy measure and data from a third experiment showed that children's pseudoword reading responses are variable and likely affected by random noise. We found a decrease in entropy across grade and reading ability across all conditions in both languages. This suggests that GPC knowledge becomes increasingly refined across grades 2-4.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Lectura / Fonética / Lenguaje Tipo de estudio: Diagnostic_studies / Prognostic_studies Límite: Child / Female / Humans / Male País/Región como asunto: Europa / Oceania Idioma: En Revista: Ann Dyslexia Año: 2020 Tipo del documento: Article País de afiliación: Alemania Pais de publicación: Estados Unidos
Texto completo
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XML
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Lectura / Fonética / Lenguaje Tipo de estudio: Diagnostic_studies / Prognostic_studies Límite: Child / Female / Humans / Male País/Región como asunto: Europa / Oceania Idioma: En Revista: Ann Dyslexia Año: 2020 Tipo del documento: Article País de afiliación: Alemania Pais de publicación: Estados Unidos