Phonological Coding During Reading.
The exact role that phonological coding (the recoding of written, orthographic information into a sound based code) plays during silent reading has been extensively studied for more than a century. Despite the large body of research surrounding the topic, varying theories as to the time course and f...
| Publicado en: | Psychological Bulletin Vol. 140; no. 6; pp. 1534 - 1556 |
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| Formato: | Artículo |
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American Psychological Association
Nov2014
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| 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=99147084&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 99147084 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00332909 PSB jtl: Psychological Bulletin issn: 00332909 maglogo: N pubinfo: dt: Nov2014 vid: 140 iid: 6 pid: 34 pub: American Psychological Association artinfo: ui: 99147084 10.1037/a0037830 ppf: 1534 ppct: 22 formats: tig: atl: Phonological Coding During Reading. aug: au: Leinenger, Mallorie affil: University of California, San Diego su: Phonological encoding Lexical access Comprehension testing Orthography & spelling Short-term memory sug: subj: Phonological encoding Lexical access Comprehension testing Orthography & spelling Short-term memory keyword: inner voice language comprehension lexical access phonological coding reading inner voice language comprehension lexical access phonological coding reading ab: The exact role that phonological coding (the recoding of written, orthographic information into a sound based code) plays during silent reading has been extensively studied for more than a century. Despite the large body of research surrounding the topic, varying theories as to the time course and function of this recoding still exist. The present review synthesizes this body of research, addressing the topics of time course and function in tandem. The varying theories surrounding the function of phonological coding (e.g., that phonological codes aid lexical access, that phonological codes aid comprehension and bolster short-term memory, or that phonological codes are largely epiphenomenal in skilled readers) are first outlined, and the time courses that each maps onto (e.g., that phonological codes come online early [prelexical] or that phonological codes come online late [postlexical]) are discussed. Next the research relevant to each of these proposed functions is reviewed, discussing the varying methodologies that have been used to investigate phonological coding (e.g., response time methods, reading while eye-tracking or recording EEG and MEG, concurrent articulation) and highlighting the advantages and limitations of each with respect to the study of phonological coding. In response to the view that phonological coding is largely epiphenomenal in skilled readers, research on the use of phonological codes in prelingually, profoundly deaf readers is reviewed. Finally, implications for current models of word identification (activation-verification model, Van Orden, 1987; dual-route model, e.g., M. Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001; parallel distributed processing model, Seidenberg & McClelland, 1989) are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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