Density and length in the neighborhood: Explaining cross-linguistic differences in learning to read in English and Dutch.
Two experiments examined underlying cognitive processes that may explain why it is harder to learn to read in English than in more transparent orthographies such as German and Dutch. Participants were English and Dutch readers from Grades 3 and 4. Experiment 1 probed the transition from serial to mo...
| Publicado en: | Journal of Experimental Child Psychology Vol. 139; pp. 127 - 148 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Academic Press Inc.
Nov2015
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=108455137&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 108455137 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220965 JEX jtl: Journal of Experimental Child Psychology issn: 00220965 maglogo: N pubinfo: dt: Nov2015 vid: 139 pid: 735 pub: Academic Press Inc. artinfo: ui: 108455137 10.1016/j.jecp.2015.05.006 ppf: 127 ppct: 21 formats: tig: atl: Density and length in the neighborhood: Explaining cross-linguistic differences in learning to read in English and Dutch. aug: au: Marinus, Eva Nation, Kate de Jong, Peter F. affil: Department of Cognitive Science, ARC Centre of Excellence in Cognition and Its Disorders (CCD), Macquarie University, Sydney, Australia Department of Experimental Psychology, University of Oxford, Oxford OX1 3UD, UK Research Institute of Child Development and Education, University of Amsterdam, 1018 VZ Amsterdam, The Netherlands su: Cognitive ability Reading Dutch language English language Orthography & spelling German language sug: subj: Cognitive ability Reading Dutch language English language Orthography & spelling German language keyword: Cross-linguistic Length effects Orthographic density Orthographic depth Orthographic neighborhood size effects Reading development Cross-linguistic Length effects Orthographic density Orthographic depth Orthographic neighborhood size effects Reading development ab: Two experiments examined underlying cognitive processes that may explain why it is harder to learn to read in English than in more transparent orthographies such as German and Dutch. Participants were English and Dutch readers from Grades 3 and 4. Experiment 1 probed the transition from serial to more parallel processing, as measured by the word length effect for words and pseudowords. English children took longer to make the transition to more parallel reading strategies for words than Dutch children. In contrast, Dutch children continued to use more serial reading strategies for pseudowords. Experiment 2 investigated children’s sensitivity to the orthographic overlap between words, as measured by the size of orthographic neighborhood effects for words and pseudowords. Children reading Dutch showed greater sensitivity to the overlap between both words and pseudowords than English children. Cross-linguistic differences in the transition from serial to parallel reading strategies are discussed within the framework offered by the self-teaching hypothesis and the orthographic depth hypothesis. Finally, it is argued that differences between the two languages in the effect of orthographic neighborhood size are a result of cross-linguistic differences in orthographic density and not cross-linguistic differences in orthographic transparency. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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